《理论力学》教学中的哲学思想

哲学思想贯穿于每一门自然学科的发展过程中,本研究探讨了哲学上三种基本思维形式—概念、判断、推理在《理论力学》教学中的体现。首先介绍了牛顿《自然哲学之数学原理》一书中正是从概念、判断、推理三方面把力学知识整理成为了一个演绎知识体系。然后结合《理论力学》教学经验,通过实例分析教会学生从哲学上来理解相关的概念,熟知其中的原理性判断并运用它们来进行推理分析求解问题。引导学生从哲学的高度进行《理论力学》的思维学习,取得了较好的教学效果。

人工智能背景下量子思维对职业教育的影响研究

工业4.0时代,职业教育需要一种新的思维应对人工智能复杂、多样和多变的冲击和挑战。量子思维涵盖波粒二象性、测不准原理、几率波原理、超因果联系、能量场原理和全息场原理,深度契合人工智能的发展特点,对职业教育的深入发展具有多方面的启发意义。

为提高大学物理教学的学术水平而努力

阐述了牛顿定律、引力定律和库仑定律建立的依据,以及若干重要物理量引入的依据,最后讨论了如何恰当评价对称性和守恒律在基础物理教学中的地位.本文旨在表达一种教学理念,即,对物理学所蕴含的丰富物理思想和特有思维方式的明确阐述或深刻诠释,乃是一门物理学课程学术水平的重要体现,而努力提高物理学课程的学术水平,应当成为提高大学物理教学质量的一个重要方面.

Thoroughly Testing Einstein’s Special Relativity Theory, and More

Einstein’s Special Relativity (ESR) has enjoyed spectacular success as a mathematical construct and in terms of the experiments to which it has been subjected. Possible vulnerabilities of ESR will be explored that break the symmetry of reciprocal observations of length, time, and mass. It is shown how Newton could also have derived length contraction . Einstein’s General Relativity (EGR) will also be discussed occasionally such as a changed perspective on gravitational waves due to a small change in ESR. Some additional questions addressed are: Did Einstein totally eliminate the Ether? Is the physical interpretation of ESR completely correct? Why should there be a maximum speed limit, and should it always be the same? The mass-energy equation is revisited to show that in 1717 Newton could have derived the modern , and not known that it violates the foundation of his mechanics. Tributes are paid to Einstein and others.