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许多物理定律的建立似乎都与数字“三”有某种内在的联系。牛顿在他所定义的时间和空间概念的基础上,用三条定律概述了经典力学。热力学中也有众所周知的三条定律,虽然有人已证明其中第三定律实质上依赖于经典力学或量子力学中的某一假设。甚至量子力学也是在三条原理的基础上才建立并完善的,这三条原理是;态叠加原理,测不准原理及对应原理。通过考查许多教师编写的教材和课堂讲授的实际情况,我认为就物理教学而言,同样也应该遵循三条规律。而且随着实际情况的不同,这些规律的表述也依赖于预先给定的某一“前提”或“公理”。
The establishment of many physical laws seems to have some kind of inherent connection with the digital “three”. Based on his definition of time and space, Newton outlined classical mechanics using three laws. There are also well-known three laws in thermodynamics, although it has been proven that the third law essentially relies on some assumption in classical mechanics or quantum mechanics. Even quantum mechanics is established and perfected on the basis of three principles: state superposition principle, uncertainty principle and corresponding principle. By examining the actual situation of teaching materials and lectures written by many teachers, I think that in terms of physics teaching, three rules should also be followed. And with the actual situation, the expression of these laws also depends on a predetermined “premise” or “axiom.”