论非物理类理工科专业大学生的物理素质教育
摘要
本文主要做了三个方面的工作:一是介绍了素质与素质教育,高等教育与素质教育的一些基本理论以及国内、外理工科大学生物理素质教育的发展现状。二是仔细对比了“我国非物理类理工学科大学物理课程教学基本要求”不同历史时期制定的三个版本的内容,分析出其中对于进行素质教育的具体要求的发展变化,在此基础上论述自己对“我国非物理类理工学科大学物理课程教学基本要求”的看法与观点。三是结合大学物理教育教学现状,对于我国非物理类理工科专业大学生物理素质教育的目标体系和实施的具体方法途径,提出并阐述了自己的观点。
Quality education is an urgent significant theoretical issues needed to be addressed. From a unique perspective, the paper stands on the height of the times, according to the present situation of the college Physical Education, and from a more comprehensive perspective the paper launched An in-depth and meticulous study and research on the non-physical science and engineering majors like the physical quality of education, the paper also carried a wide range of thinking from the perspective of pedagogy to " Essential requirements for Teaching College engineering Physics ", unearths the in-depth theoretical mining resources, expands thinking space thoroughly, enrich the treasure trove of educational theory, construct one kind of suitable college physics education for all-around development system, so as to instruct people's education practice powerfully.
The full text is divided into six chapters. Chapter 1 is Introduction, starting with the education issue, clarified the contemporary domestic and international development of quality education, and the challenges and development trends of it. The study will put the quality education in a broad view; at the beginning the paper has demonstrated that research on quality education is a necessity. And then the literature review on the quality of physical education both at home and abroad. Further to clearly identify the main issue of the paper. Finally it reveals the importance of studying the quality of education - theoretical and practical significance.
Chapter 2 differentiates and analyses quality and quality education on every side with the focus on relative theories on quality and quality education. First of all, the definition, connotation and classification of quality are expounded; and then those of quality education; thirdly five characteristics of quality education is summarized; next it brings out the background in which quality education was advanced through analyzing the historical circumstances and developing path.
The third chapter introduces the present situation of quality education for science students home and abroad as well as the current development in quality education of physics for the high-school graduates who newly pace into colleges and universities. Firstly, taken examples of Russian, Japan and the US , this chapter dissects the present development in these three countries; secondly, the problem of linkage between physics courses in secondary schools and colleges is pointed out as a prominent problem difficult to integrate and solve. And with the intention of constructing the curriculum system of college physics ,it is necessary to know the present curriculum criterion of physics for secondary school students and understand the physical base and quality which students have gained; and then "curriculum criterion of physics for common secondary middle schools (trial) ", released by China's MOE in April,2003, is analyzed to get a clear picture about the level of freshman's physical quality after they finished the secondary middle school.
Chapter 4 analyzes in depth the relationship between quality education and "basic requirement" on engineering college curriculum of physics. It begins from the macro view of historical development to introduce the background of three editions about "basic requirement". And then tables and charts are used to compare the contents of three editions, directly showing the characteristics of changes in each edition. Thirdly , the relevance between quality education and changes in new edition of basic requirement on engineering college curriculum of physics. This part is the core of this paper, divided into 4 parts.
Part 1 analyzes the relation between quality education and changes in basic requirement on teaching content. On the view of educational theories, it is pointed out that laying down new teaching contents reflects the necessary adaption of college physics' teaching aims under the directions of quality education. Part 2 makes use of psychological theories to decompose the correlation of quality education and changes in basic requirement on ability building. It points out that in the new edition, changes in basic requirement on ability building answered the call from the heart of implementing quality education in college physics education, i.e. quality education of physics thinking. Part 3 starts from the basic principles in education and aesthetics to analyzes the relationship between quality education and three pieces of new content of basic requirement on quality building. Part 4 uses the basic educational principles to deeply discuss the relation between the quality education and four pieces of new content of basic requirement on teaching process.
Lastly, based on the new edition of basic requirement and combined with present situation of college physics implementation in some Chinese universities and colleges , the author expounds his personal view on basic requirement for college physics in China's non-physics science universities and colleges.
Chapter 5 firstly sketches the objective system of college physics' quality education; and then taking into account the demand for qualified personnel from China's social development nowadays and the transition of the whole educational background, and the present situation of college physics education and college students, it gets to the conclusion that aims of quality education for college physics in non-physics science universities and colleges should be set in three respects: of cognition ,methodology and ability building.
Chapter 6 sketches the approaches to implement quality education in college physics and then suggests that four things should be focused attention on: to appropriately emphasize the basic situation, to combine courses of theory and experiment, to properly integrate students' major and theoretical physics teaching and improve the physics teaching team of science universities and colleges.
Quality education is an urgent significant theoretical issues needed to be addressed. From a unique perspective, the paper stands on the height of the times, according to the present situation of the college Physical Education, and from a more comprehensive perspective the paper launched An in-depth and meticulous study and research on the non-physical science and engineering majors like the physical quality of education, the paper also carried a wide range of thinking from the perspective of pedagogy to " Essential requirements for Teaching College engineering Physics ", unearths the in-depth theoretical mining resources, expands thinking space thoroughly, enrich the treasure trove of educational theory, construct one kind of suitable college physics education for all-around development system, so as to instruct people's education practice powerfully.
The full text is divided into six chapters. Chapter 1 is Introduction, starting with the education issue, clarified the contemporary domestic and international development of quality education, and the challenges and development trends of it. The study will put the quality education in a broad view; at the beginning the paper has demonstrated that research on quality education is a necessity. And then the literature review on the quality of physical education both at home and abroad. Further to clearly identify the main issue of the paper. Finally it reveals the importance of studying the quality of education - theoretical and practical significance.
Chapter 2 differentiates and analyses quality and quality education on every side with the focus on relative theories on quality and quality education. First of all, the definition, connotation and classification of quality are expounded; and then those of quality education; thirdly five characteristics of quality education is summarized; next it brings out the background in which quality education was advanced through analyzing the historical circumstances and developing path.
The third chapter introduces the present situation of quality education for science students home and abroad as well as the current development in quality education of physics for the high-school graduates who newly pace into colleges and universities. Firstly, taken examples of Russian, Japan and the US , this chapter dissects the present development in these three countries; secondly, the problem of linkage between physics courses in secondary schools and colleges is pointed out as a prominent problem difficult to integrate and solve. And with the intention of constructing the curriculum system of college physics ,it is necessary to know the present curriculum criterion of physics for secondary school students and understand the physical base and quality which students have gained; and then "curriculum criterion of physics for common secondary middle schools (trial) ", released by China's MOE in April,2003, is analyzed to get a clear picture about the level of freshman's physical quality after they finished the secondary middle school.
Chapter 4 analyzes in depth the relationship between quality education and "basic requirement" on engineering college curriculum of physics. It begins from the macro view of historical development to introduce the background of three editions about "basic requirement". And then tables and charts are used to compare the contents of three editions, directly showing the characteristics of changes in each edition. Thirdly , the relevance between quality education and changes in new edition of basic requirement on engineering college curriculum of physics. This part is the core of this paper, divided into 4 parts.
Part 1 analyzes the relation between quality education and changes in basic requirement on teaching content. On the view of educational theories, it is pointed out that laying down new teaching contents reflects the necessary adaption of college physics' teaching aims under the directions of quality education. Part 2 makes use of psychological theories to decompose the correlation of quality education and changes in basic requirement on ability building. It points out that in the new edition, changes in basic requirement on ability building answered the call from the heart of implementing quality education in college physics education, i.e. quality education of physics thinking. Part 3 starts from the basic principles in education and aesthetics to analyzes the relationship between quality education and three pieces of new content of basic requirement on quality building. Part 4 uses the basic educational principles to deeply discuss the relation between the quality education and four pieces of new content of basic requirement on teaching process.
Lastly, based on the new edition of basic requirement and combined with present situation of college physics implementation in some Chinese universities and colleges , the author expounds his personal view on basic requirement for college physics in China's non-physics science universities and colleges.
Chapter 5 firstly sketches the objective system of college physics' quality education; and then taking into account the demand for qualified personnel from China's social development nowadays and the transition of the whole educational background, and the present situation of college physics education and college students, it gets to the conclusion that aims of quality education for college physics in non-physics science universities and colleges should be set in three respects: of cognition ,methodology and ability building.
Chapter 6 sketches the approaches to implement quality education in college physics and then suggests that four things should be focused attention on: to appropriately emphasize the basic situation, to combine courses of theory and experiment, to properly integrate students' major and theoretical physics teaching and improve the physics teaching team of science universities and colleges.
引文
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[32]王建邦,张旭峰,杨军,刘兴来.“大学物理”教学模式改革的研究与实践[J].物理与工程,2006(3).
[33]吴念乐,刘凤英.国家工科物理课程教学基地总结报告[J].物理与工程,2005(3).
[34]刘建强,肖洪地,刘东红,张承琚.贯彻大学物理课程教学基本要求的研究[J].江西科学,2005(4).
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[39]重点高等学校工科大学物理课程教学改革指南[J].工科物理,1996(3).
[40]俞重远,王永钢.物理类系列课程的建设与改革[J].中国大学教学,2005(12).
[41]皮名嘉,赵世杰.开创工科院校物理教学和科研的新局面[J].大学物理,1983(3).
[42]杨振宁.杨振宁文集[M].上海:华东师大出版社,1998(4).
[43]蔡文联,饶志明,洪明玉.地方高师开展S T S教育的现状调查及反思[J].化学教育,2007(8).
[44]乔治.萨顿.科学的生命[M],北京:商务印书馆,1987.
[45]埃德加.莫兰[M].复杂思想:自觉的科学.北京:北京大学出版社,2001.
[2]辞海[M].上海:上海辞书出版社,1989:(3200).
[3]燕国材.素质教育概论[M].广州:广东教育出版社,2002(37-41).
[4]赵洪海.面向21世纪中小学素质教育论纲[M].济南:山东教育出版社,1996(9):3.
[5]叶澜,李家成,杨小微,范国睿.推进素质教育:转换思路才能打开新局面[J].人民教育,2005(21).
[6]索夫斯基.美国校园文化[M],济南:山东人民出版社,1996.
[7]柳夕浪.谈素质教育[J].教育研究,1991(9).
[8]邓志伟.论素质教育的基本理念[J].教育理论与实践.1997(5).
[9]顾明远.教育大辞典[M],上海:上海教育出版社,1992(5):27.
[10]中共中央、国务院.关于深化教育改革全面推进素质教育的决定[J]人民日报,1999(6月17日).
[11]朱宏雄.物理教育展望[M].上海:华东师范大学出版社,2002(1).
[12]娄延常.关于创新学习若干问题的思考[J].中国高教研究,2005(2).
[13]娜日娜,梁路光.物理教育与素质教育[J].中国现代教育研究杂志,2007(3).
[14]吴锦裕.中学物理素质教育体系的构想[J].高中物理,2004(11).
[15]杨进.物理教学应重视学生的素质教育[J].中学物理参考,2003(5).
[16]陈报南,朱铁成.物理学习形象思维和抽象思维的特点探讨[J].浙江师范大学学报,2000(1).
[17]邵燕东.素质教育与物理教学[J].在广东省《学科教学与素质教育》课题研讨会上交流,2000(6).
[18]胡显章,李曼丽.文化素质教育与创造性培养[J].高等教育研究,2000(1).
[19]吴恕和.浅论基础教育阶段英语素质教育[J].基础教育,2002(10).
[20]陈晓季.素质教育研究观点综述[J].湘潭大学学报,1999(2).
[21]刘汉臣,唐远河.波粒二象性对物理概念和方法论发展的影响[J],西北纺织工学院学报,1999(3).
[22]韩良恺.杨振宁的物理教育思想[J].现代教育科学:高教研究,2003(3).
[23]冯伟.试析高中物理新课程标准中的科学探究[J],成都教育学院学报,2005(6).
[24]郝贵生.论“学习型社会”[J].天津师范大学学报,2003(5).
[25]叶善专,朱明.大学物理精品课程的建设和发展[J].物理与工程,2006(3).
[26]王国宗.李约瑟博士与中国[M].上海:上海科学普及出版社,1992.
[27]李秀燕,陈赐海.物理文化在理工科“大学物理”课程中的传承与发展[J].物理通报,2007(2).
[28][美]欧内斯特·博耶.复旦大学高教所译.美国大学教育--现状·经验与对策[M].上海:复旦大学出版社,1988.
[29]苏联讨论工程教育人文科学化的问题[苏][J].高校通报,1986(8).
[30]徐纯辉.高职物理教学与“应用型”人才的培养[J].科技咨询导报,2007(14).
[31]王忆,丁瑞钦.大学物理(实验)教学改革与地方院校学生应用创新能力培养的探索[J].中山大学学报论丛,2006(5).
[32]王建邦,张旭峰,杨军,刘兴来.“大学物理”教学模式改革的研究与实践[J].物理与工程,2006(3).
[33]吴念乐,刘凤英.国家工科物理课程教学基地总结报告[J].物理与工程,2005(3).
[34]刘建强,肖洪地,刘东红,张承琚.贯彻大学物理课程教学基本要求的研究[J].江西科学,2005(4).
[35]非物理类理工学科大学物理课程教学基本要求(正式报告稿)[J].物理与工程,2006(5).
[36]高等学校工科本科大学物理课程教学基本要求(1995年修订版)[J].工科物理,1996(4).
[37]高等工业学校物理课程教学基本要求[J].大学物理,1987(10).
[38]胡盘新.我国工科大学物理教学大纲和教学基本要求的制订概况(1954-1995年)[J].物理与工程,2007(3).
[39]重点高等学校工科大学物理课程教学改革指南[J].工科物理,1996(3).
[40]俞重远,王永钢.物理类系列课程的建设与改革[J].中国大学教学,2005(12).
[41]皮名嘉,赵世杰.开创工科院校物理教学和科研的新局面[J].大学物理,1983(3).
[42]杨振宁.杨振宁文集[M].上海:华东师大出版社,1998(4).
[43]蔡文联,饶志明,洪明玉.地方高师开展S T S教育的现状调查及反思[J].化学教育,2007(8).
[44]乔治.萨顿.科学的生命[M],北京:商务印书馆,1987.
[45]埃德加.莫兰[M].复杂思想:自觉的科学.北京:北京大学出版社,2001.