态叠加原理的翻转课堂探讨研究
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摘要
文章主要以态叠加原理为例,尝试将翻转课堂引入到量子力学教学过程。量子力学内容晦涩难懂,传统教学方式难以吸引学生的学习兴趣,这里从著名的"薛定谔的猫"假想实验引入态叠加原理再引申到纠缠态,充分调动学生学习的积极性,同时培养了学生表达能力、团队协作能力以及应用所学知识解决实际问题的能力。
In this paper, based on state superposition principle, we combine flipped classroom with traditional quantum mechanics teaching. The quantum mechanics is very obscure, so the traditional way is hard to attract people's attention. So we start with the famous Schrodinger's cat and expound to entangled state. The results turns out to be mobilizes students to learn actively and improve the ability of expression, teamwork and solve practical problems.
In this paper, based on state superposition principle, we combine flipped classroom with traditional quantum mechanics teaching. The quantum mechanics is very obscure, so the traditional way is hard to attract people's attention. So we start with the famous Schrodinger's cat and expound to entangled state. The results turns out to be mobilizes students to learn actively and improve the ability of expression, teamwork and solve practical problems.
引文
[1]李爱华.一维无限深势阱的翻转课堂探讨[J].湖南科技学院学报,2016,37(10):12-13.
[2]朱光平.量子力学态叠加原理及教学的几点看法[J].吉林师范大学学报(自然科学版),2010,3:108-110.
[3]曾谨言.量子力学教学与创新人才培养[J].物理,2000(7):436-438.
[4]狄拉克.量子力学原理[M].北京:科学出版社,1965.
[5]朗道,栗弗席茨.量子力学[M].北京:高等教育出版社,1990.
[6]周世勋.量子力学教程[M].北京:高等教育出版社,2009.
[7]苏耀恒,王军,陈爱民,等.量子力学课程中问题式教学法的构建与实施[J].高教学刊,2017(08):63-65.
[2]朱光平.量子力学态叠加原理及教学的几点看法[J].吉林师范大学学报(自然科学版),2010,3:108-110.
[3]曾谨言.量子力学教学与创新人才培养[J].物理,2000(7):436-438.
[4]狄拉克.量子力学原理[M].北京:科学出版社,1965.
[5]朗道,栗弗席茨.量子力学[M].北京:高等教育出版社,1990.
[6]周世勋.量子力学教程[M].北京:高等教育出版社,2009.
[7]苏耀恒,王军,陈爱民,等.量子力学课程中问题式教学法的构建与实施[J].高教学刊,2017(08):63-65.