基于ETA物理认知模型的光学课程理实一体化教学——以单缝夫琅禾费衍射为例  

Theoretical and Experimental Integrated Teaching of Optical Course based on ETA Physical Cognition Model--Taking Fraunhofer Diffraction as an Example

作　　者：刘佳荣 王凤鹏[1] 廖洪 金九生 LIU Jiarong;WANG Fengpeng;LIAO Hong;JIN Jiusheng(School of Physics and Electronic Information,Gannan Normal University,Ganzhou 341000,China)

机构地区：[1]赣南师范大学物理与电子信息学院,江西赣州341000

出　　处：《赣南师范大学学报》2024年第3期119-123,共5页Journal of Gannan Normal University

基　　金：江西省教育科学“十四五”规划课题(22YB179)。

摘　　要：针对传统光学课程教学中存在理论与实验脱节的问题,基于ETA物理认知模型,对“单缝夫琅禾费衍射”的教学过程进行了理实一体化教学设计.在实验(E)认知阶段,先让学生观察单缝衍射现象,讨论后明确研究问题,再对衍射光斑宽度进行定量测量、总结实验规律.在理论(T)认知阶段,先根据实验规律建立衍射光斑宽度与狭缝宽度、传播距离之间的理论模型,再推导出衍射光强分布公式并进行实验验证.在应用(A)认知阶段,利用衍射光强分布公式解释衍射条纹的特征,最后通过作业、探究性实验培养学生的应用创新能力.实践结果表明,理实一体化教学模式更加符合ETA物理认知规律,可以取得比传统教学模式更好的教学效果.In view of the disconnection between theory and experiment in the traditional optical course teaching,a mode of the theory and experimental integrated teaching for"Single-slit Fraunhofer diffraction"is designed,based on the ETA physical cognition model.In the step of Experimental Physics,the students observe the phenomenon of single seam diffraction firstly,then quantitatively measure the width of the diffraction spot and summarize the experimental rules.In the step of Theoretical Physics,the theoretical model between diffraction spot width and slit width and propagation distance is established according to the experimental rules,and then the formula of diffraction is deduced and experimentally verified.In the step of Applying Physics,the characteristics of the diffraction spots are explained using the diffraction formula,and students'application and innovation ability can be cultivated through homework and exploratory experiments.The results of teaching practice show that the integrated teaching mode is more in line with the law of ETA physics cognition,and can achieve better teaching effect than the traditional teaching mode.

关 键 词：ETA物理认知模型 理实一体化 夫琅禾费衍射 教学设计 

分 类 号：G642.4[文化科学—高等教育学]