关于量子力学中自旋的拉莫尔旋进的一系列点击器问题的开发、验证和课堂评价
Development, validation and in-class evaluation of a sequence of clicker questions on Larmor precession of spin in quantum mechanics
摘要：
让学生参与设计良好的点击器问题是物理课程中常用的研究性教学策略之一，部分原因是它的实施门槛相对较低。此外，经过验证的强有力的序列的点击问题可能会提供更好的脚手架支持和指导，以帮助学生建立一个良好的知识结构的物理比一个单独的点击问题在一个特定的主题。在这里，我们讨论的开发，验证和课堂上实施的点击器问题序列（CQS），以帮助高年级本科生了解旋转的拉莫尔旋进，它利用了学习目标和基于探究的指导学习序列，在以前验证的量子互动学习模式（QuILT）。通过比较传统的以讲座为基础的教学和参与CQS后的高水平本科生的表现，讨论了使用同伴教学的CQS的课堂评价。
英文摘要：
Engaging students with well-designed clicker questions is one of the commonly used research-based instructional strategy in physics courses partly because it has a relatively low barrier to implementation. Moreover, validated robust sequences of clicker questions are likely to provide better scaffolding support and guidance to help students build a good knowledge structure of physics than an individual clicker question on a particular topic. Here we discuss the development, validation and in-class implementation of a clicker question sequence (CQS) for helping advanced undergraduate students learn about Larmor precession of spin, which takes advantage of the learning goals and inquiry-based guided learning sequences in a previously validated Quantum Interactive Learning Tutorial (QuILT). The in-class evaluation of the CQS using peer instruction is discussed by comparing upper-level undergraduate student performance after traditional lecture-based instruction and after engaging with the CQS.
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