论高师物理教学论课程的实践性

物理教学论是教育科学中课程与教学论的分支学科之一，是物理教育理论与实践之间的桥梁。教师教育的发展、课程定位、学生特点、高层次思维能力培养均要求物理教学论突出其实践性，我们应该在课程体系、教学方法、考核评价、教学研究等方面增强实践性，同时将突出实践性作为其学科发展的立足点。     

女子三级跳远运动员运动学指标的研究

对国内外优秀女子三级跳运动员某些运动学指标进行了比较研究,阐述了目前我国优秀女子三级跳运动员存在的问题和差距,从而为我国女子三级跳远项目的迅速发展提供科学依据。     

试论物理教学艺术的本质及特征

从对物理教学与艺术的联系和区别的探讨中认识物理教学艺术的本质,并结合物理学的学科特点对物理教学艺术的特征试作分析。     

在大学物理中用微分培养变化的思维方式

大学物理中存在大量的微分形式的物理概念、定理和定律,本文通过在大学物理教学中加强对物理量、物理定律等微分的物理意义的讲解,帮助学生建立起微分模型,充分利用微分这一有力的数学工具,从本质上深刻理解物理规律。并使他们从单一的不变思维方式的逐步转变为全面的变化的思维方式。从而提高学生全面、辩证、变化思雏的素质。     

光的本质与近代物理的诞生

人类对光的本性的认识经历了漫长的几个世纪,过程本身给后人以启迪,同时也导致近代物理学的两大支柱一相对论和量子力学的诞生。     

《大学物理实验》教学改革的研究

首先阐述了大学物理实验在我国高校教育中的基础性地位;然后分析了大学物理教学中存在的问题;最后从更新观念、培养学生的创新能力、教学内容、教学手段等方面对大学物理实验提出了改革设想。     

Mathematical understanding and the physical sciences

The author claims to have developed interactional expertise in gravitational wave physics without engaging with the mathematical or quantitative aspects of the subject. Is this possible? In other words, is it possible to understand the physical world at a high enough level to argue and make judgments about it without the corresponding mathematics? This question is empirically approached in three ways: (i) anecdotes about non-mathematical physicists are presented; (ii) the author undertakes a reflective reading of a passage of physics, first without going through the maths and then after engaging with it and discusses the difference between the experiences; (iii) the aforementioned exercise gives rise to a table of Levels of Understanding of mathematics, and physicists are asked about the level mathematical understanding they applied when they last read a paper. Each phase of empirical research suggests that mathematics is not as central to gaining an understanding of physics as it is often said to be. This does not mean that mathematics is not central to physics, merely that it is not essential for every physicist to be an accomplished mathematician, and that a division of labour model is adequate. This, in turn, suggests that a stream of undergraduate physics education with fewer mathematical hurdles should be developed, making it easier to train wider groups of people in physical science comprehension.     

Surface Properties of the Microgels Based on N-isopropylacrylamide and Tert-butyl Acrylate by Using N, N ＇-methylene-bls（acrylamide） and Clay as Cross-linker

Adopting N, N＇-methylene-bis （aculamide） （MBA） and inorganic clay （hectorite） as chemical and physical crosslinking agent, respectively, a series temperature sensitive microgels, based on N-isopropylacrylamide （NIPAM） as a main monomer and tert-butyl acrylate （tBA） as a comonomer were synthesized by surfactant-free emulsion polymerization （SFEP）. The microgel particle size and morphology was investigated by means of Atomic Force Microscope （AFM）. The surface tension of latex particles was measured by OCA 40 Micro Video based contact angle measuring device. The results showed that the particle size of the microgels with clay as cross-linker was smaller than that using MBA as chemical cross-linker, but exterior morphology of physical microgels is not as clean and neat as chemical microgels. In general, surface tension decreases with increasing hydrophobic tBA content. These smart microgels varied with tetnperature have the potential applications in the field of drug delivery and intelligent gel fiber.     

对非物理专业普通物理课程改革的思考

分析了普通物理课程实施中存在的不足之处，结合教学体会，提出了改革普物理课程的途径。