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在物理教学中,除了给学生传授知识和训练技能外,还要让学生掌握物理学的研究方法,以提高他们学习和研究物理的能力。提出假说和模型是物理研究中常用的两种方法,应让学生了解和掌握。 物理学中的假说,就是人们根据已知的物理概念、原理和事实,对未知的物理问题提出推测性的有假定意义的理论解释。它是未经实验检验的,还不能肯定是真理。如果它经过实验的检验证明是正确的,就上升为物理理论。如果被实验推翻,就得提出新的假说,直到把问题解决为止。在物理学中,除了一些偶然性的发现外,许多重大发现,都是经过假说这一阶段的。例如关于热的本性的认识,人们很早就提出一种假说——“热质说”,认为热是一种物质微粒,物体吸收了这种微粒,温度会升高,物体放出了这种微粒,温度会降低。后因这种假说不能解释象摩擦生热这样简单的事实而被抛弃,确立热是
In physics teaching, in addition to imparting knowledge and training skills to students, students should also master the research methods of physics to enhance their ability to study and study physics. Hypothesis and model are two commonly used methods in physics research. They should be understood and mastered by students. The hypothesis in physics is that people make speculative hypothetical theoretical explanations of unknown physical problems based on known physical concepts, principles and facts. It is untested and can not yet be affirmed as truth. If it turns out to be validated by experimental tests, it rises to physical theory. If overthrown by experiment, we must come up with new hypotheses, until the problem is solved. In physics, except for some occasional discoveries, many of the major discoveries go through this phase of the hypothesis. For example, on the understanding of the nature of heat, people have long put forward a hypothesis - “heat quality theory,” that heat is a material particles, the object absorbs the particles, the temperature will rise, the object emits such particles , The temperature will decrease. Later because of this hypothesis can not explain the simple fact like friction heat was abandoned, to establish the heat is