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一个人如何才能使别人对物理学概念的理解更加容易？一个人如何才能使得学习对于学生来说更加有意义？我将试图去寻找这两个问题的答案。我会用几个物理教育研究的结果来呈现物理教育家在物理教学中遇到的困难。

物理教学存在的问题

多年来，物理教学都面临着许多问题。最大的问题就是如何去教物理才能让学生理解它，欣赏它。这一问题的另一方面就是如何留住那些最初主修物理学的学生。西摩和翰威特（1997）研究了为什么本科生不愿意学自然科学。结果表明并非学生缺乏心智能力。有三个主要的原因，缺乏兴趣，认为非行业专家才需要更好的教育，培养行业专家的能力的低下。

鉴于这些原因，我们可以发现事实并非那么令人绝望。我相信我们可以通过努力解决这些问题。如果学生是由于缺乏心智能力才选择更换学习的方向，那就太可悲了。照我看来，缺乏兴趣, 认为非行业专家才需要更好的教育都是由于培养行业专家的能力的低下造成的。如果能解决后一个问题，那么我们也能连带着解决另外两个问题。如果我们能提高物理教学质量，那么学生就有了学习物理的动力。

Improving The Teaching of Physics 

What this paper is all about 

I will attempt to provide answers to the question of how one can facilitate the acquisition of deep conceptual understanding of physical concepts and make learning more meaningful to students. I will do this by using the results of several physics education researches as anchored on some important difficulties physics educators have in teaching physics. 

The problems in physics teaching 

Over the years, physics education has been beset with a multitude of problems. The most compelling is how to teach physics to the students so that they will understand it, and appreciate it. An offshoot of this difficulty is the problem of retaining in the program those students who have initially decided to major in physics. Seymour and Hewitt’s (1997) study on why undergraduates leave the sciences revealed that students switch not because they lack the mental ability. The three main concerns for shifting are the lack or loss of interest, belief that a non-SME offers a better education, and poor teaching of SME faculty. 

Looking at these reasons, we realize that the situation is not at all hopeless. I believe that we could do something to address these issues. The scenario would have been pathetic if the primary reason for the switch is the students’ lack of mental ability. As I see it, the issue of lack/loss of interest and the belief that SME offers a better education is brought about or aggravated by the issue of poor teaching of SME faculty. If we can address the issue of poor teaching we will essentially be addressing the two other issues. If we can better teach physics then this can be a source of motivation for students to stay in physics. 

Another major problem in physics education is that students do not appear to gain as much knowledge out of their physics courses as desired. The most probable reason for this is the over-dependence of physics instructors on using the “traditional lecture”. Lectures in physics can be an incredibly passive experience for students, particularly dangerous for those who believe that if they can follow the professor, they’ve mastered the material (Tobias, 1990). 

In this paper I will be presenting ways in which we can improve large lecture classes in order to make learning more meaningful for students. The motivation for this is my belief that lecture halls will still continue to pervade physics departments. Reducing 
the number of student- teacher ratio is a far-fetched reality. We will still be seeing large lecture classes in every physics department in the next decade. There’s much that can be done in order to improve large lecture classes that will make learning more meaningful to students. If本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。