physics education 中文意思是什麼

physics education 解釋
物理教育碩士（無論文）
  • physics : n. 〈通常用作單數〉 1. 物理學。2. 物理過程；物理現象；物理性質；物理成分。
  • education : n. 1. 教育；訓導；培養。2. 教育學，教授法。3. （蜜蜂、蠶等的）飼養；（動物等的）訓練。
  1. So it is essential for us to disinter the positive and constructive elements from postmodernism curriculum theory, and make them serve for advanced physics education reform and provide beneficial inspiration for us

    因此，有必要結合物理本學科的具體情況，發掘后現代課程理論中積極和建設性的因素以便為我們高等物理教育改革提供有益啟示和服務。
  2. The construction of individuating physics teaching and learning resource is a sort of lasting arid arduous ; cause that eyery physics education worker is faced with more and more teacher and specialist have laid stress on it

    個性化物理教學資源建設是擺在每一個物理教育工作者面前的一項長期而艱巨的事業，它的重要性和迫切性已引起了越來越多的教師和專家的重視。
  3. Inquiry teaching has been considered an essential part of fundamental physics education in novation internationally

    探究性教學是國際物理教育改革和我國基礎物理教育改革的共同取向。
  4. On the ground of educative theory, this paper exposits connotation and characteristic of project - based learning and why we should also enforce project - based learning in high school. as far as substance of project - based learning and objective circumstance what it should have are concerned, it points out the practical ability. at last, based on that university physics education has relatively longer cycle, it proposes stage pattern for enforce project - based learning and give two concrete cases, which discuss capacitance of confocal oval - shaped stylar capacitor and potential distribution of charged conductor of surface being uniparted hyperboloid

    本文在具體的教育理論指導下，闡述了研究性學習的內涵及特點；在大學物理中實施研究性學習的意義；以及就研究性學習的實質和所需具備的客觀條件而言，論述了研究性學習在高校中實施的可行性；並根據大學物理教育具有周期性相對較長和專業循序漸進的特點，提出了研究性學習的階段性模式，並給出了具體的實例，利用保角變換法討論了共焦橢圓柱形電容器電容及單葉雙曲面帶電導體的電位分佈。
  5. Po leung kok and hong kong mathematics and physics education association competition of young hong kong talents

    教育統籌局香港科技大學及香港物理學會主辦2004香港物理奧林匹克競賽
  6. The goal of science education. including physics education is to heighten all students " scientific literacy, but why are so many students with so many years " science education still science illiterates

    同樣，包括物理教育在內的科學教育是為了提高全體學生的科學素養，學過那麼多年科學的學生為什麼仍然是「科盲」呢
  7. Firstly, transfer the research study theory to physics education. the conception, meaning and possibility of the research study in physics education have been discussed, the difference between it and the tradition physics teaching explored, and the reason for building up energy knowledge framework as the subject of research study expoun ded. secondly, general teaching design being combined with characteristic of physics, the conception, characteristic, meaning, principles, preparation and basic factors of the research study teaching design in physics explored based on constructivism, humanism, scientific philosophy theory, curriculum and new education philosophy, the theory of lifetime education

    從理論層面上研究了兩方面的問題，第一，把研究性學習的基本理論遷移到物理學科教學之中，對物理學科教學中研究性學習的概念、特點、特徵、意義、物理教學中開展研究性學習的可能性、它與傳統物理教學的區別等問題作了探討，並闡述了本課題選擇建構能量知識結構作為研究性學習主題的理由；第二，以建構主義學習理論、人本主義學習理論、系統科學、新的教育哲學觀，科學哲學理論、終生教育理論為依據，結合常規教學設計理論和物理學科的特點探討了物理學科研究性學習教學設計的概念、特點、意義、遵循的原則、設計前的準備工作、教學設計的基本要素等理論問題。
  8. This research is intended to provide theoretic support and practical reference to implement the guided inquiry teaching in high school physics education. it describes the teaching process, features, implementation principles and policy of the model. a comparison of inquiry teaching and traditional instruction is also presented

    內容包括引導探究型教學模式的教學流程，引導探究型教學模式的特徵，引導探究型教學模式實施的原則，並用調查研究法和對比實驗研究法，就傳統講授法和探究性教學在高中物理教學中的教學效果作了深入的比較研究。
  9. Aiming at the situation that many physics teachers are commonly spontaneous in raising students " dialectic logical thought, and many physics education staff are constrained from the one - sided understanding on quality education and self development, the dissertation, on the basis of elaborating the thought and its development as well as some concerned basic theories of dialectic logical thought, proposes some own understandings on the problems like the thought fuzziness and the general qualitative graphic analysis on thought

    本論文針對當前大多數中學物理教師在培養學生辯證邏輯思維能力方面基本上處于自發狀態，以及廣大物理教育工作者對素質教育及自身發展存在片面理解的實際，在對思維及其發展和辯證邏輯思維有關基礎理論知識加以闡述基礎之上，就其中的一些問題（思維的模糊性和思維總體定性圖解）提出了自己的見解。
  10. At the advanced phase of human thought, the dialectic logical thought, on the one hand, is the most essential and the core factors for innovation thought in terms of the flexibility, structurality, diversity, multi - dimension in thought movement, hence, it becomes one important component of quality education which takes the innovation education as it ' s core. on the other hand, it is the indispensable means for correctly understanding the quality education as well as for guidance of high school physics education in broad view

    辯證邏輯思維作為人類思維發展的高級階段，一方面以其所具備的思維運動的靈活性、建構性、多向性和多維性成為創新思維中最本質、最核心的因素，進而成為以創新教育為核心的素質教育的一項重要內容；另一方面，它也是我們正確理解素質教育，對中學物理教學在宏觀上加以把握所不可或缺的思維方式。
  11. On the education of psychological quality in the process of college physics education

    淺談大學物理教育過程中的心理素質教育
  12. In the second part, the gestation of institutionalization from 1900 to 1928 is summarized through such important events as educational system innovation, entrance of physics education into college campus and emergence of " scientist community "

    通過幾個重大事件，如學制的改革、大學中物理教育的蓬勃發展，如何為近代物理學研究的體制化準備人才，為「科學共同體」的出現進行孕育階段的工作。
  13. Reform of physics education in information society

    信息社會中物理教育的改革
  14. Creativity education in physics education in middle school

    中學物理教學中的創造教育研究
  15. Ways to conduct innovation - oriented physics education in minority areas

    在民族地區實施物理創新教育的途徑
  16. Reforming system and content of physics education in teachers college

    高師物理教育專業課程體系和內容的改革
  17. " sts education ' should be brought into collegial physics education and can be done

    將「 sts教育」滲透到大學物理教育之中，不僅應當，而且可行。
  18. On course reform of physics education in normal universities in the context of the new course reform in the basic education

    基礎教育新課改背景下的高師物理教育專業課程改革
  19. In the last part of this paper, the author discussed the role of physics teacher in the dialogue physics education

    本文在最後一部分探討了對話物理教學中物理教師的角色定位。
  20. In the part of theory, the paper analyses the dialogue physics education in the ontology meaning, firstly. man could affirm the existing of himself through the dialogue between / and you. man can create himself via the productive, creative, constructive dialogue

    在理論部分，本文首先分析了存在論意義上的對話物理教學，由「你? ?我」之間的對話，確認「我」的存在；通過具有生產、創造、建設意義的對話造就真正的自我。
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