统一的物理实验教学模式如何“提优补差”  

How to Achieve Improving Excellence and Compensating Deficience in the Unified Physical Experiment Teaching Mode

作　　者：李冬萍[1] 姜永清[1] 赵培刚[1] Li Dongping;Jiang Yongqing;Zhao Peigang(Physics Experiment Teaching Center,Ocean University of China,Qingdao,Shandong 266000)

机构地区：[1]中国海洋大学物理实验教学中心,山东青岛266003

出　　处：《物理通报》2021年第7期103-106,共4页Physics Bulletin

基　　金：中央高校基本科研业务费专项;中国海洋大学实验室教研项目,项目编号:202051014。

摘　　要：由于各省高考模式、中学物理课程改革和高校专业设置要求等诸多因素,使本科新生物理知识结构不再整齐统一;各地区中学实验条件差异,重理论轻实践导致新生的实验基础千差万别,使得大学物理实验无法顺利进行.为满足不同层次学生的学习要求,对于面向全校开设的基础物理实验,分级设计教学内容,同课异构,力求在统一的教学模式中实现“提优补差”.In recent years,the physical knowledge structure of Freshmen in universities is no longer unified,because the requirements of college entrance examination mode,middle school physics curriculum reform and college specialty setting in each province are different;There are great differences in the physical experiment conditions of middle schools in different regions.The college entrance examination places attach importance to theoretical ability and despise practical operation,which leads to great differences in the experimental basis of students,which makes the class couldn't go on smoothly.In order to meet the learning requirements of different levels of undergraduate students,we design the basic physical experiment contents for the undergraduate students in the whole university in different levels,and strive to achieve the improvement and difference compensation in the unified physical experiment teaching mode.

关 键 词：物理实验 教学模式 分级设计 

分 类 号：G633.7[文化科学—教育学]