本科毕业设计（论文）
外文翻译
How can the Internet be used to enhance the teaching of physics
John Clinch and Kevin Richards
UK
John Clinch and Kevin Richards 2002 Phys. Educ. 37 109
Abstract
Selection is the key to learning from the huge amount of information on the Internet. This article describes how teachers can use a school Intranet or website to organize resources and direct students to the best interactive and educationally appropriate pages.
Introduction
The search engine Google lists over 1 870 000 pages relevant to the word lsquo;physicsrsquo;. Many of these pages will be of almost no use to the physics educator or student.
The aim of this article is to show you some of the ways in which the Internet can be used to enhance the teaching of physics. The article will give examples of top-class sites relevant to different ways of using the Internet in the classroom. We will also provide some basic guidelines on creating your own Intranet/Internet pages. Finally we will provide a few tips on searching the Internet for further similar pages.
When is it appropriate to use the Internet?
Most physics teachers that we have spoken to have no intention of using computers in their lessons purely for the sake of it. The following criteria can be used to indicate when you should be using the Internet:
bull; You feel your current mode of delivery of a particular topic or could be made more interesting.
bull; Students find a particular concept difficult to grasp. Computer graphics are particularly useful for illustrating things that cannot be observed directly, e.g. the motion of particles in a gas.
bull; Simulations of experiments are best left to situations where the practical is inaccessible to the students for reasons of safety or equipment availability (in the UK students under 16 are not allowed to handle radioactive sources—an ideal opportunity for a simulation).
bull; Where students need to gather information/ carry out research.
The rationale for running your own
Intranet or Internet site
The emergence of the World Wide Web has significantly changed the way in which we access information and think about computers. Online learning is convenient for students, as they can proceed at their own pace and can work independently out of lessons wherever they have access to the Internet. However, undirected and unfocused lsquo;surfingrsquo; of the Internet does not yield much lasting and meaningful learning. While it may be true that learning often occurs fortuitously, without a clear focus students may spend too much time in recreational web surfing.
Most teachers would agree that for learning to take place the learner must actively process and make sense of available information. Generally speaking, a more active learner will learn more quickly than a passive learner. Unfortunately, active learning is seldom required when students access the web. Itrsquo;s true that students have to make decisions as to which links to pursue, but too often they merely browse information before jumping to another site.
The main purposes of a physics learning web are to:
bull; Make the learning experience more interactive.
bull; Provide a greater variety of learning experiences within the classroom.
bull; Permit lsquo;virtual physicsrsquo; experiments to be carried out in interactive Internet sessions using downloaded Java applets.
bull; Allow to teachers to create an lsquo;interactive whiteboardrsquo; with the use of applets and data projector.
bull; Allow physics teachers everywhere to freely share resources with colleagues and students at other establishments.
bull; Create wider opportunities for students to learn independently either from home or in school.
bull; Make all course documentation freely available to students and their parents.
bull; Direct students to web pages closely related to their course requirements.
bull; Make teaching resources (e.g. teacher notes and PowerPoint presentations) available to students outside lessons to facilitate independent catch-up and/or review.
bull; Provide opportunities for students and ex-students to contribute directly (by producing web pages) and therefore to feel some sense of ownership and involvement.
In short, a physics web is an additional resource, an enhancement of existing provision, and is not intended to replace the normal workings and relationships within the classroom. The fully fledged online course for physics students under the age of 18 is a long way off. The scenario of students enrolling in a well developed, essentially teacher-free online course does not appear realistic, and efforts to do so will probably result in wasted time, effort and expense. But we do envisage webs that provide additional teaching and learning resources closely related to syllabus requirements. The exception to this is of course courses that are specifically intended for distance learning, for example home-study degrees. This specialized area of physics education is beyond the scope of this article. However, the potential to enhance this type of course is huge.
Why using the Internet/Intranet can be easier than buying in CDs
Many schools now have an extensive network of computers and it seems that the number of networked computers in schools will continue to rise for some time. This presents problems and advantages. Work can be accessed from any networked computer. Once the school has a connection to the Internet it can be shared across the network (although there are
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