简谐振动的物理教学及教育心理学探讨  

Discussion on Physics Teaching and Educational Psychology of Simple Harmonic Vibration

作　　者：金硕[1] 舒小林[1] 李林玉 王金良[1] Jin Shuo;Shu Xiaolin;Li Linyu;Wang Jinliang(School of Physics,Beihang University,Beijing 100191)

机构地区：[1]北京航空航天大学物理学院,北京100191

出　　处：《物理通报》2020年第6期7-11,共5页Physics Bulletin

基　　金：北京航空航天大学2019-2022年教育教学改革培育项目“大类招生环境下物理专业课程改革与建设”;北京航空航天大学双百优质课程项目“A级理论力学”,项目编号:ZG211J1771;北京航空航天大学研究型示范课“物理先导课”;北京航空航天大学2018年重点教改项目“物理本科毕业设计新模式探索与实践”资助.

摘　　要：基于简谐振动在大学物理教材和课堂教学中的两种典型方式,从质点动力学认知角度分析不同方式的教学基础和特点,其本质均指向同一教学目标,归属为质点动力学认知结构中两类基本问题.基于教育心理学认知结构的学习理论,从物理教材和教学要点角度,讨论两种不同教学方式的内在编码系统及认知信息加工理论特点.探讨在物理教学中利用教育心理学促进实现教学目标,完善学生已有的认知结构编码系统,帮助学生巩固和拓展知识点的有效方式,同时为简谐振动等物理教学提供教育心理学方面的教学参考.In this paper,different teaching basis and characteristics are analyzed from the perspective of cognitive structure of particle dynamics,which are based on the two typical teaching methods of college physics textbooks and classroom teaching.Their essence points to the same teaching goal,and belongs to the two basic problems in the cognitive structure of particle dynamics.The internal coding system and the theoretical characteristics of cognitive information processing are discussed from the perspective of physical teaching materials and teaching points.They are based on the learning theory of cognitive structure of educational psychology.We also investigate how to use educational psychology in physics teaching to promote the realization of teaching objectives,improve the existing cognitive structure coding system of students,and help students consolidate and expand the effective way of knowledge points.The paper attempts to provide reference for educational psychology teaching in simple harmonic motion and other physics teaching.

关 键 词：简谐振动 物理教学 教育心理学 认知结构 

分 类 号：O321-4[理学—一般力学与力学基础] G642[理学—力学]