E-学习大学物理教学中的应用外文翻译资料

E-学习大学物理教学中的应用

Qing LUO, Zuyuan WANG

摘要：teaching电子学习，简称电子学习的基础上，在它的发展初期，它强调的教学资源和学习过程的适当技术教育的电子化，以及改革和指导互联网意味着学习。凭借全新的沟通机制和丰富的资源，网上学习，通过实现在学习环境中现代信息技术是一种全新的学习方法。本文主要探讨电子学习在大学物理教学中的应用及存在的问题。

关键词：电子学习;物理教学;混合学习

1大学分析物理学习在e时代电子学习，简称电子学习，学习手段，根据荷兰国际集团在其发展初期的互联网。现代教育技术发展的理论支持和技术扩大教学方法。随着信息技术在中美这几年的发展，学习方法已经有了很大的改变。学者们带来了新的认识了E-学习，他们提出条件，如探索学习，从事学习，体验学习，兴奋学习，提高能力和学习等方面DEE-PEN E-学习的意义。所有这些论点体现学习者在e时代的要求。在大学物理教学中，学生有这样的特点如下：第一，学生的学习态度，变被动为主动在电子学习环境，而教师只是教学的组织者，该主体是学生学习。学生可以使用电子学习资源，以完成研究性学习，探究学习，发现学习，自主学习和信息工具，以解决实际问题。他们还可以根据自己的兴趣爱好，以何种方式，以提高他们的参与和学习积极性，选择合适的学习环境。其次，学生的学习过程充满战略性，创造性和合作。在电子学习环境，学生有较高的学习动机可以从事学习的过程，并负责他们的学习。它们可以协同工作，与他人实现目标和目的。他们中的大多数有足够的学习热情和明确的学习目标，以解决问题，完成任务。此外，他们可以在真实生活中完成自己的知识建设，迎接挑战。从而促进了教学形式，从被动地接受，积极接收。与传统的课堂教学相比，探究的能力，可以大大拓宽。但是这并非最重要的，学生可以用计算机模拟的环境进行交互，实现实验探究学习。有虚拟图书馆，虚拟教学社区，和模拟实验室等。对于这些学生，E-学习模式已经改变了他们的以往学习的过程。各种媒体，如文本，图像，图片，音频文件，视频的适当器具，取得了可视化的学习内容，这可能导致学生发展的直接法。除了学习者可以通过同步或不同步互动和虚拟仿真的老师和同学或其他人沟通。通过这些手段，学习者可以即时通讯，证明他们的知识获取和处理的能力。他们可以提高他们的团队合作和创新精神。

2分析当前大学物理教育

大学教育国际状况在过去的几年中，教育在中国已经实行改革了大学物理课程。少学时的物理教学，更多的内容，而物理学是一个实验基础的科学，很多知识，来自于不断总结和人民群众的生产和生活实践中学习，所以它是高度抽象的，很难理解和接受。受现实条件和教学设备的限制，并不是所有的这种抽象的知识可以做实验实现的。远离生活中的知识从而变得没有吸引力;实验的挫折让学生感到乏味，甚至会导致他们失去兴趣和信心来研究。为了配合E-时代的特点，教师应鼓励学习的方式来满足他们的困境：必须有精心设计的指令，适当的教学方法，正确的教学资源和良好的学习环境。教师应具备的发展，数字物理教学资源来设计自己的教学材料，电子学习方式的能力。那么他们就应该用这些东西来实现教学目标和支持教育，吸引学生的兴趣，启发和引导学生，并帮助他们与物理规律的研究帮助。总之，大学物理教学的目的，是传统教育结合现代教育技术创建网络学习环境下的“探究式教学模式”的学生。

大学物理3的E-learning应用

同济大学建构主义学习理论教学方面的研究，为学生主动的建构知识的过程中，和学习情况，必须类似于一个真实的。它提供了强大的理论支持E-学习现代的时间。鉴于这个理论，大学物理教师在我们的大学致力于打造的物理学习平台（如多媒体融为一体，计算机和网络）和物理数字资源（包括数字物理虚拟实验，多媒体演示软件，物理视频和音频文件，物理学网站，电子邮件，BBS，远程教育等）创建合理教学情境和学术环境。学生在这里可以独立或合作研究。 （图1）物理首页 图1. CAI。现在有三种学习模式中所有之二：课堂学习，课后学习和混合学习。

3.1课堂学习：

在课堂上，教师引导学生创造性学习与多个媒体，以帮助学生理解物理定律更快，更深入，更全面。在教学中，教师可以适当地使用各种教学媒体，如黑板书写，电子教案，多媒体课件（内存演示课件和3D演示课件），并示范实验，以帮助学生学习物理。学生可以预览和审查，或知道的教学目标和教学计划，并通过信息与电子学习（通过互联网）。随着移动学习系统的应用共享的日程安排，他们也可以用手机来回答 。

3.2课后学习：

有在线学习和离线学习的课后学习模式。放学后在线学习是指学生通过互联网在他们的意愿学习;我们开发的在线阅读，荷兰国际集团系统，网上讨论系统，在线测试和研究的监测和在线课程的学生。此外，教师可以在网上标注作业，通过博客分享自己的想法。离线学习是有趣的物理竞赛，物理探究实验，物理实践等实现。我们已大大完成一些有趣的活动，这种改进学生的学习兴趣。

3.3混合学习：

因为无论是课堂学习，也没有放学后的学习能达到最大的教学效果。最好的方法是在两种模式相结合。这是混合学习。混合学习的意义是电子学习与传统课堂学习，从而获得最大的教学效果。在本质上它是一种引导和改善过渡教学。所以它是非常适合的大学物理教学。关于虚拟学习环境，我们开发了特殊的物理学研究网站，包括技术单多样性物理教学体系和网络课程。这些平台需要更多关注的动作是教师和学生在线学习过程中，作品秀的学生，合作探究等功能。除了这些，我们要注意交叉是在线动作和离线操作。我们设计之前需要多个方面来考虑，比如安排，换货教学内容;选择的评估;教师启发式教学和实践内容。学生可以找到学习物理的要求，知道的难点，疑点指向了清晰的分析。学生可以在平台上下载或从网站观看教学资源，和自我管理。

图2：虚拟平台首页。有3D数字物理教学平台，登录后，学生可以观看虚拟实验，做虚拟实验网络;特别是对那些危险的运行实验，学生可以做到在这个平台上仿真模拟。利用WEB2.0技术，数字化物理教学平台，使学生和教师能有所帮助，有利于开发物理课件，创建3D人机交互编程平台，并开发适合教师在展示类和演示课件软件适合学生学习不知疲倦，构建平台学生学习物理兴趣;提高学生的观察，分析和解决物理问题的能力;和物理学工作者之间的沟通提供便利和讨论。（图3）

图3：3D数字物理教学平台首页。在现实生活中，我们已经建立了探究性学习基础的学生。有超过200的展览在这里，这是贴近我们的生活和最前沿的技术。我们提供的条件进行实践，重视培养学生的能力。通过物理竞赛，专家的经验和学生学习的积极性和信心成就展览都得到了很大的提高。我们已经发现，电子学习是提高物理教学的有效途径。它既能方便学生DIY和自主创新的能力。在E-学习环境，学生有很多的方法来学习;他们可以重新考虑自己的知识结构中的时间;他们可以有机会与专家交流并与其他学习者分享。尽管电子学习带来了丰富的学习资源和便捷和互动协作学习对我们来说，它不会代替教师的教学。它可以实现一些教育的目标，但绝不会再次发生在传统的课堂教学和学校教学中。有迹象表明，要解决的，例如，电子学习取决于因特网，一旦网络发生故障时，这些资源将被禁用的新问题。我们的老师，最好的办法就是坚持混合学习。除了要帮助学生还要自己会学习探究。

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The Application of E- Learning in College Physics Teaching

Qing LUO, Zuyuan WANG

Abstract: E-learning, short for Electronic learning, means learning based on The Internet in its early development, which emphasizes the electronization of teaching resources and learning process, as well as reformation and guidance of the education with proper technologies. With brand-new communication mechanism and abundant resources, E-learning realizes a kind of brand-new study method via the modern information technologies in the study environment. This paper mainly discusses the application of E-learning and existing problems in College Physics Teaching

Keywords: E-learning;Physics Teaching ; Blending Learning

1 Analysis of College Physics Learner Cha-racteristic in the E-Age E-learning, short for Electronic learning, means learn-ing based on The Internet in its early development. The development of modern educational technology supports widening teaching methods theoretically and technically. With the development of information technology in re-cent years, learning method has been great changed. Scholars have brought new understanding for E-learning, they put forward terms such as Exploration Learning, Engaged Learning, Experience Learning, Excitement Learning, and Empowerment Learning and so on to dee-pen the meaning of E-learning. All these argument ex-presses the request for learners in the E-Age. In college Physics teaching, students have such characteristic as follow: First, Studentsrsquo; learning attitude has changed from passive to active under E-learning Environment, while teachers are only the instruction organizer, the collabora-tors who the students study. Students can use E-learning resources to accomplish research learning, inquiring learning, discovery learning and independent learning and with the information tools to solve practical prob-lems. They also can choose proper learning environment according to their interests likes and dislikes, in which way to improve their participation and enthusiasm for study. Second, Studentsrsquo; study process is full of strategic, creative and cooperative. Under the environment of E-Learning, learners with high learning motivation can engage in learning process and be responsible for their study. They can work cooperatively with others to achieve targets and objectives. Most of them have enough learning enthusiasm and clear learning goals to solve problems and accomplish missions. Besides, they can finish their knowledge construction in true-life and rise to the challenges. Thus to promote the teaching form from passively accepted to actively received. Compared with traditional classroom teaching, the ability of stu-dents can be broadened greatly. The last but not the least, Students can interact with computer simulation environment to achieve experimen-tal learning. There is virtual library, virtual teaching community, and simulation laboratory and so on. To these learners, E-learning mode has changed their cogni-tive process. The proper appliance of all kinds of media such as text, images, pictures, audio files, videos, has made the learning contents visualized, which can lead the students to the law of development directly. Besides learners can communication with teachers and classmates or others via synchronous or no-synchronous interaction and virtual simulation. By these means, learners can im-prove their ability of knowledge acquiring and informa-tion processing. They can improve their spirit of team-work and innovation as well.

2 Analyses of Present College Physics Teach-

ing Situation For the past few years, The Ministry of Education in China has reformed the college physics course. Less class hours for physics teaching, more content, while physics is an experiment based science, much knowledge of which comes from the continuous summing up and study of peoplersquo;s production and living practice, so it is highly abstract and hard to understand and accept by stu-dents. Limited by realistic conditions and teaching equipment, not all this abstract knowledge can be dem-onstrated experimentally. The knowledge far from life becomes unattractive to students; frustration makes learners feel boring, even lead them to lose heart to phys-ics study. In order to match the characteristic of the E-age, teachers should takeE-learning ways to satisfy their stu-dents: there must be well-designed instruction, proper teaching methods, correct teaching resources and good learning environment. Teachers should have the ability of development digital physical teaching resources to design their teaching materials with E-learning way. Then they should with the help of these things to achieve teaching goals and support education, to attract interest of students, to inspire and guide students and help them with the study of physical law. In a word, the aim of college physics teaching is to combine traditional education with modern education technologies to create an lsquo;Inquiry Teaching Modersquo; for students under E-learning environment.

3 E-learning Application in College Physics

Teaching of Tongji University Constructivism Learning Theory regards the study as the course of the construction knowledge by students initiatively, and the learning situation must be similar to a real one. It provides a powerful theory support for E-learning in modern time. In light with this theory, college physics teachers in our university dedicate to create digi-tal physi

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