【 – 写作指导】
篇一:《有关哥白尼的赛达写作素材介绍》
有关哥白尼的sat写作素材介绍
Nicolas Copernicus
Polish astronomer and mathematician who, as a student, studied canon law, mathematics, and medicine at Cracow, Bologna, Rome, Padua, and Ferrara. Copernicus became interested in astronomy and published an early description of his "heliocentric" model of the solar system in
Commentariolus (1512). In this model, the sun was actually not exactly the center of the solar system, but was slightly offset from the center using a device invented by Ptolemy known as the equant point. The idea that the Sun was the center of the solar system was not new (similar theories had been proposed by Aristarchus and Nicholas of Cusa), but Copernicus also worked out his system in full mathematical detail. Even though the mathematics in his description was not any simpler than Ptolemy's, it required fewer basic assumptions. By postulating only the rotation of the Earth, revolution about the sun, and tilt of Earth's rotational axis, Copernicus could explain the observed motion of the heavens. However, because Copernicus retained circular orbits, his system required the inclusion of epicycles. Unfortunately, out of fear that his ideas might get him into trouble with the church, Copernicus delayed publication of them.
In 1539, Copernicus took on Rheticus as a student and handed over his manuscript to him to write a popularization of the heliocentric theory, published as Narratio Prima in 1540. Shortly before his death, Rheticus convinced Copernicus to allow publication of his original manuscript, and De Revolutionibus Orbium Coelestium was published in 1543. Copernicus proposed his theory as a true description, not just a theory to save appearances. Unlike Buridan and Oresme, he did not think that any theory which saved appearances was valid, instead believing that there could only be a single true theory. When the work was published, however, Andreas Osiander added an unauthorized preface stating that the contents was merely a device to simplify calculations. Copernicus adapted physics to the demands of astronomy, believing that the principles of Ptolemy's system were incorrect, not the math or observations. He was the first person in history to create a complete and general system, combining mathematics, physics, and cosmology. (Ptolemy, for instance, had treated each planet separately.) Copernicus's system was taught in some universities in the 1500s but had not permeated the academic world until approximately 1600. Some people, among whom John Donne and William Shakespeare were the most influential, feared Copernicus's theory, feeling that it destroyed hierarchal natural order which would in turn destroy social order and bring about chaos. Indeed, some people (such as Bruno), used Copernicus's theory to justify radical theological views.
Before Copernicus formulated his theory of the solar system, astronomy in Europe had stagnated. After the Almagest had been translated into Latin, European astronomers such as the Austrian mathematician Georg von Peurbach and the German astronomer Regiomontanus proposed no new theories, attempting instead to refine the flawed system already laid out by Ptolemy. The astronomy textbook used for teaching was still The Sphere, the same book that had been in use since the 1200s. Rather than formulating new theories, astronomers had busied themselves in "saving appearances," which consisted of trying to patch it up Ptolemy's cumbersome and inaccurate model. Copernicus, however,
wiped the slate clean in a single broad stroke, and proposed a fundamentally different model in which the planets all circled the Sun in De Revolutionibus Orbium Coelestium. While radically different from Ptolemy's model, Copernicus's heliocentric theory was hardly an original idea. Similar theories had been proposed by Aristarchus as early as the third century B. C., and Nicholas de Cusa, a German scholar, had independently made the same assertion in a book he published in 1440. We know for a fact that Copernicus was well aware of Aristarchus's priority, since his original draft of De Revolutionibus has survived and features a passage referring to Aristarchus which Copernicus crossed out so as not to compromise the originality of his theory. In his belief that his theory was an accurate description of nature rather than just a mathematical model, Copernicus was therefore not truly revolutionary.
What was a little revolutionary was that Copernicus worked out his system in full mathematical detail in De Revolutionibus. By doing this, Copernicus went a step beyond Ptolemy, de Cusa, and Aristarchus. Ptolemy had regarded his theory as simply a mathematic tool for calculation, having no physical basis. On the other side of the coin, de Cusa and Aristarchus had proposed a purely physical model, not endeavoring to mathematically investigate its consequences. Copernicus's most significant achievement was his combination of mathematics and physics, adapting physics to conform to his view of astronomical truth, with a good bit of cosmology thrown in for good measure. This achievement alone, however, hardly qualifies as a "revolution." Copernicus offered mathematics which were every bit as entangled as Ptolemy's, and because he retained circular orbits, his system required the inelegant inclusion of epicycles and their accompanying complication. To Copernicus's credit, although his description was not any simpler than Ptolemy's, it did require fewer basic assumptions. In addition, Copernicus's theory explained some problems, such as the reason that Mercury and Venus are only observed close to the Sun (their orbits always kept them nearer the sun than Earth ) and Mars's retrograde motion (the Earth, traveling in its smaller orbit, overtakes Mars, causing Mars to appear to move change direction and move backward relative to distant "fixed" stars). However, like Ptolemy, Copernicus could still not explain variations in the brightness of Venus.
Copernicus was the first person in history to create a complete and general system, combining mathematics, physics, and cosmology. Yet, by themselves Copernicus's achievements, do not constitute a revolution. Copernicus had been motivated to this theory by Neoplatonic and Pythagorean considerations. His reasoning seems to have been predominantly motivated by
aesthetics. In his view, equally spaced planets in circular orbits would represent harmony in the universe. But Copernicus had made no observations and stated no general laws. His mathematics could describe the motion of the planets, but his theory was of a very ad hoc nature.
It took the accurate observational work of Brahe, the exhaustive mathematics of Kepler, and the mathematical genius of Newton to take Copernicus's theory as a starting point, and glean from it the underlying truths and laws governing celestial mechanics. Copernicus was an important player in the development of these theories, but his work would likely have likely remained in relative obscurity without the observational work of Brahe. It would have been discarded by the wayside, until subsequent investigation brought it back to light. It is likely, in fact, that given Kepler would have independently arrived at a heliocentric theory just in the process of
interpreting Brahe's data, and the scientific revolution would have been born anyway. To a large extent, then, Copernicus has achieved his prominent place in history through what amounted to a lucky, albeit shrewd, guess. It is therefore more appropriate to view Copernicus's achievements as a preliminary step towards scientific revolution, rather than a revolution in itself.(小马过河国际教育)
篇二:《哥白尼》
[教学目标及重点]
1．理解传记的特点：通过突出事迹介绍人物的事业和品格。{关于哥白尼的文章}.
2．体会文章简明平实的语言。
3．学习哥白尼敢于否定传统和权威，坚持真理、重视实践及治学严谨的精神。
[教学课型及课时]
1.教读课
2.一课时
[教学方法]
阅读指导法、讨论点拨法、自学卡片法、实践学例法。
[媒体设计]
多媒体：选取材料制作成课件{关于哥白尼的文章}.
[教学步骤]
一、导入新课{关于哥白尼的文章}.
我们今天来学习《哥白尼》，哪位同学能向大家介绍一下你所了解的哥白尼？
（解说：本导语设计，采用话题谈话法，由学生谈谈自己所知道的哥白尼的事迹、贡献。）
二、解题
这是一篇人物传记。
传记可分两类：一是历史性传记。以记述历史事实为主，包括史传、纪传、传略、年谱等，多属历史或学术著作。二是文学性传记。以历史事实为根据，不是抽象概念的叙述，而是采用形象化的手法，通过描写人物的语言、行动、心理、细节等，刻画出生动的个性鲜明的形象，从而如实地再现人物的经历。它不仅具有史料价值，而且富于艺术感染力。
三、研习课文
1．请一名同学复述课文。
（解说：此步骤意在引导学生反复阅读课文，提高学生阅读课文的兴起，且认知由感性上升到理性。详细复述，意在了解课文的选材、组材的特点，意在了解开白尼的突出贡献，了解叙议结合的特点。）
2.师生讨论。让学生画出本文的记叙与议论的文字并分别说说记叙了什么内容，议论了什么内容。
明确：⑴第1、2节记叙，第3、4节议论，第5、6节夹叙夹议。其中议论的文字为“这是一封科学向宗教挑战的信”’，“可见他的革命精神和决心”，“科学终于以伟大的不可压抑的力量战胜了神权”。⑵记叙了哥白尼年轻时所处的生活环境及学习经历，他的主要功迹是确立地动学、发表《天体运行》、公开宣布地动学与教皇挑战，并记叙了教会是怎样残酷迫害那些坚持和宣传地动学说的科学家的。其目的在于表现中心，赞扬哥白尼在天文学方面打破传统观念，坚持真理的精神。记叙时详略得当。哥白尼一生中对于人类的贡献是多方面的，作者没有面面俱到地加以介绍，而是截取了他在天文学上的巨大贡献——创立地动学说这一点来加以评介，剪裁精当，重点突出，很值得借鉴。本文从两个方面评介了哥白尼创立地动学说的巨大意义：一是引起了科学史上的巨大革命；二是在人类思想上产生了巨大影响。首先用递过复句来总括其在科学史上的革命意义，然后从“要依靠人类的实践，进行全面的分析，深人事物的本质”及‘“应该重视客观事实，重视实验和实践；要有勇气怀疑并且敢于批判不符合实际却历来被认为神圣不可侵犯的权威学说”两个方面阐明了地动学说发表的巨大意义和深远影响。第4段首先也用了一个递进复句概括对人类思想的深刻影响，然后具体阐述其影响在于推翻了1800年历史的“地球是宇宙的中心、日月星辰都绕地球转动的学说”，“‘粉碎了上帝创造人类，又为人类创造万物的那种荒谬的宇宙观”，为唯物主义的科学宇宙观奠定了基础，
最后引用歌德的话形象而又生动地说明了地动学说“撼动人类意识之深”。文章结尾用议论热情颂扬了地动学说的胜利，说明了科学必胜的真理，深化了文章的主题。
3.谈谈学习《哥白尼》之后的感受。
本节课我们学习了人物传记这一文体，了解了传记类文章应选取人物的突出事迹来表现人物的事业与品格，这类文章可综合运用各种表达方式，如本文教议结合、夹叙夹议的方式。学习时，我们可采用这样一种阅读方法：概述事迹一学习评议一揣摩词句一课外延伸。 （解说：意在总结本节所学重点及总结学习人物做己的方法。）
四、布置作业
1．本文第3节共有几句话？它们之间的关系是怎样的？
2课外阅读《名人传》（罗曼·罗兰）中的《贝多芬传》。
要求：抄写佳句并写出读后感。
（解说：意在训练学生的阅读能力及扩大阅读量。）
板书设计
哥白尼
叙：环境、经历、功迹、迫害——详略得当
议：意义科学史上——革命人类思想——影响
恰到好处
（解说：此板书意在凸现课文的内容及特点，凸现本文的学习重点及难点。）
篇三:《哥白尼、布鲁诺、伽利略的故事》{关于哥白尼的文章}.
哥白尼的故事
１４７３年，哥白尼出生于波兰托伦城的一个商人家庭。由于父母早丧，他从小就由当教士的舅舅抚养。１８岁时来到当时波兰的首都克拉科夫，在克拉科夫大学学习。由于受到意大利文艺复兴思想的影响，哥白尼在那里接受了人文主义的思想，同时对天文学和数学发生了浓厚的兴趣，开始用天文仪器观测天象。{关于哥白尼的文章}.
哥白尼大学毕业后回到家乡，舅舅为了让哥白尼继承自己的衣钵，在天主教会任职，就送他到意大利留学，学习教会法律。
１４９５年，哥白尼来到波伦亚大学学习教会法。然而，哥白尼的兴趣却在天文学上，他利用一切闲暇时间刻苦攻读天文学与数学著作，并坚持观测天象。后来，哥白尼又进入帕多瓦大学和法拉腊大学学习医学、教会法，但他仍坚持天文学的研究。在意大利，哥白尼结交了一批天文学家，他们经常交换对天体结构的认识。加上哥白尼自己的观测研究，他开始对“地球中心说”产生了怀疑。“地球中心说”是古希腊哲学家亚里士多德提出来的，公元２世纪罗马天文学家托勒密又加以推演论证，使它进一步系统化了。
１５０６年哥白尼回到祖国，在弗罗恩堡大教堂担任教士。从此，他获得了一定的物质保障与充裕的时间，来从事他所热爱的科学研究工作。
为了研究方便，哥白尼特意选择了教堂围墙上的箭楼作宿舍兼工作室，在里面设置了一个小小的天文台，用自制的简陋仪器，开始了长达３０年的天体观测。正是在这里，他写下了震惊世界的巨著《天体运行论》，其中选用的２７个观测事例，就有２５个是他在这个箭楼上观测记录的。
《天体运行论》共有６卷。在书中，哥白尼大胆地提出：“太阳是宇宙的中心，所有行星都围绕太阳运转；地球不是宇宙的中心，而是绕太阳运转的一颗普通行星。”“人们每天看到的太阳由东向西运行，是因为地球每昼夜自转一周的缘故，而不是太阳在移动。”“天上的星体的不断移动，是因为地球本身在转动，而不是星体围绕着静止的地球转动。”“火星、木星等行星在天空中有时顺行，有时逆行，是因为它们各依自己的轨道绕太阳转动，而不是因为他们行踪诡秘。”“月亮是地球的卫星，一个月绕地球转一周。”
哥白尼还在这本书中批判了托勒密地球是静止的理论。指出地球在运动时，人们只所以觉得是整个宇宙在转动，犹如人在行船上，不觉船动而觉得陆地和城市后退一样。１５４３年５月的一天，当拿到这本书时，他已经瘫痪在床一年多了，他只摸了摸书的封面，便欣慰地闭上了眼睛。{关于哥白尼的文章}.
布鲁诺的故事
布鲁诺信奉哥白尼学说，所以成了宗教的叛逆，被指控为异教徒并被革除了教籍。公元1576年，年仅28岁的布鲁诺不得不逃出修道院，并且出国长期漂流在瑞士、法国、英国和德国等国家，他四海为家，在日内瓦、图卢兹、巴黎、伦敦、维登堡和其他许多城市都居住过。尽管如此，布鲁诺仍然始终不渝地宣传科学真理。他到处作报告、写文章，还时常地出席一些大学的辩论会，用他的笔和舌毫无畏惧地积极颂扬哥白尼学说，无情地抨击官方经院哲学的陈腐教条。 由于布鲁诺不遗余力的大力宣传，哥白尼学说传遍了整个欧洲。天主教会深深知道这种科学对他们是莫大的威胁，于是公元1619年罗马天主教会议决定将《天体运行论》列为禁书，不准宣传哥白尼的学说。 布鲁诺不畏火刑，坚定不屈地同教会、神学作斗争，为科学的发展作出了贡献。他的科学精神永存！1889年，人们在布鲁诺殉难的鲜花广场上竖起了他的铜像，永远纪念这位
为科学献身的勇士。 布鲁诺后被人们称为“继哥白尼之后的天文学家”。不仅如此，布鲁诺越发受人尊敬，教会也为当时的行为感到可悲……
伽利略的故事
伽利略1564年生于意大利的比萨城，伽利略来到人世时，他的家庭已经很穷了。就在著名的比萨斜塔旁边。他的父亲是个破产贵族。17岁那一年，伽利略考进了比萨大学。在大学里，伽利略不仅努力学习，而且喜欢向老师提出问题。哪怕是人们司空见惯、习以为常的一些现象，他也要打破砂锅问到底，弄个一清二楚。 眼睛盯着天花板 有一次，他站在比萨的天主教堂里，眼睛盯着天花板，一动也不动。他在干什么呢?原来，他用右手按左手的脉搏，看着天花板上来回摇摆的灯。他发现，这灯的摆动虽然是越来越弱，以至每一次摆动的距离渐渐缩短，但是，每一次摇摆需要的时间却是一样的。于是，伽利略做了一个适当长度的摆锤，测量了脉搏的速度和均匀度。从这里，他找到了摆的规律。钟就是根据他发现的这个规律制造出来的。 失学了就努力自学 家庭生活的贫困，使伽利略不得不提前离开大学。失学后，伽利略仍旧在家里刻苦钻研数学。由于他的不断努力，在数学的研究中取得了优异的成绩。同时，他还发明了一种比重秤，写了一篇论文，题目为《固体的重心》。此时，21岁的伽利略已经名闻全国，人们称他为“当代的阿基米德”。在他25岁那年，比萨大学破例聘他当了数学教授。
篇四:《哥白尼 教学设计示例-教学教案》
哥白尼 教学设计示例
教学设想通过阅读、了解、分析、思考，重点了解哥白尼在科学上的巨大贡献，学习其严谨治学、献身科学的精神。认识科学的伟大力量。导入同学们学过地理，知道什么是地动学说。今天我们一起来学习一篇专门介绍地动学说的创始人——哥白尼的一篇文章：《哥白尼》作者竺可桢(1890—1974)，浙江绍兴人。16岁进唐山矿路学堂读书，1910年考取赴美留学的公费生，后在哈佛大学地学系学习气象，毕业后回祖国服务，成为卓越的科学家。字词非难——指责和责问。荒谬——极端错误；非常不合情理。迎刃而解——比喻主要的问题解决了，其他有关的问题就可以很容易地得到解决。天翻地覆——形容变化极大或闹得很凶。一知半解——知道得不全面，理解得不透彻。天经地义——指非常正确不容置疑的道理。默读课文，给每个自然段标上序号并概括其中心句明确：1．哥白尼的出生及其求学经过。2．哥白尼相信地动学说，出版《天体运行》一书，带来天文学上的革命。3．地动学说的发表，开辟了各门科学向前迈进的新时代。4．哥白尼的学说对人类思想的影响是极其深刻的。5．《天体运行》一书是一封科学向宗教挑战的信。6．地动学说被承认的艰难历程。理清结构本文可分三大部分：第—部分(第1自然段)：写哥白尼的求学生活，为地动学说的创立奠定了基础。第二部分(第2自然段至第5自然段)：写哥白尼对天文学及各门科学，对人类思想的伟大贡献。第三部分(第6自然段)：科学战胜神权的艰难历程。研习课文第一部分1．课文介绍哥白尼哪几个阶段的求学经历?为什么说它为地动学说的提出奠定了基础?明确：(1)18岁时人克拉科大学学习艺术和数学；23岁人波伦尼亚大学学习天文；后人其他大学学习医学、法律学和神学。(2)克拉科大学是欧洲新兴资产阶级的思想家、科学家、艺术家开展科学和文化活动的中心。波伦尼亚大学地处当时欧洲工商业和艺术科学的中心——意大利。思想的先进、知识的渊博、对天文的兴趣奠定了其创立地动学说坚实的基础。研习课文第二部分1．哥白尼提出地动学说的主要依据来自哪几个方面?明确：一方面是前人研究成果，即希腊的毕达哥拉斯学派的学说。另一方面是自己观测的结果。2．《天体运行》的成书经历了四十多年的漫长岁月，这体现了哥白尼的一种什么精神?明确：严谨治学的科学精神。3．为什么说哥白尼发表地动学说开辟了各门科学向前迈进的新时代?明确：他带给人们科学的实践精神，教给人们怎样批判旧的学说、怎样认识世界。4．哥白尼发表地动学说给当时人们的思想产生了什么影响?课文是怎样评价哥白尼这一贡献的?明确：从实质上粉碎了上帝创造人类、又为人类创造万物的荒谬的宇宙观，是向当时宗教的挑战，为唯物主义的科学的宇宙观奠定了基础。课文还借哥白尼的话来评价哥白尼的贡献“哥白尼地动学说撼动了人类意识之深，自古以来没有任何—种创见，没有任何一种发现可以和它相比”。研习课文第三部分1．地动学说被承认经历了哪些艰难的历程？明确：①《天体运行》刚出版，竞遭到宗教的革新者的漫骂与批评。②以16世纪上叶起．异端裁判所以恐怖手段威胁相信地动学说的人们。1600年烧死布鲁诺，伽利略70岁时还被审讯，《天体运行》被列为禁书。③1757年，禁令解除。1822年，教皇被迫承认。
2．地动学说最终被承认说明了一个什么道理?明确：科学必将战胜神权。总结通过以上分析，我们了解了哥白尼，了解了地动学说，更深深地感受到了哥白尼严谨治学、献身科学的大无畏的科学精神，感受到了科学的伟大力量，这必将引导我们大家从小爱科学、学科学、长大以后献身科学并为实现这一伟大理想而努力奋斗。作业利用图书馆、互联网，搜集、整理哥白尼、布鲁诺、伽利略创立或宣传地动学说的资料，说明科学战胜神权的必然性和艰巨性。在班上安排一个展览，展示同学们的成果。