【中文摘要】 本文提出一种创新的文化响应式教学类比,以助力理论力学中“作用量原理”的教学。通过将经过去宗教化处理的东方概念“别业”与“共业”,分别对应于“个体作用量”与“集体耦合作用量”,为理解多体系统的个体与集体动力学提供了直观的叙事框架。相较于“个人账户/联合账户”等生活化类比,该类比精准捕捉了物理作用量个体性、时空累积性、耦合共生性的核心内涵,弥补了现有教学类比缺乏深层物理逻辑的不足。文章以耦合谐振子为经典案例,详细展示了类比的课堂融入方案与教学评估设计,在降低抽象概念学习门槛的同时,为物理教育的文化包容性实践提供了可落地的范本。 【English Abstract】 This paper proposes an innovative culturally responsive teaching analogy to facilitate the instruction of the Principle of Action in theoretical mechanics. By mapping the secularized Eastern concepts of Bieye (Individual Karma) and Gongye (Collective Karma) to individual action and collective coupled action respectively, it provides an intuitive narrative framework for understanding individual and collective dynamics in many-body systems. Compared with daily-life analogies such as "personal account/joint account", this analogy precisely captures the core connotations of physical action: individuality, spatiotemporal accumulation, and coupled symbiosis, addressing the lack of deep physical logic in existing teaching analogies. Taking the coupled harmonic oscillator as a classic example, this paper details the classroom integration and teaching evaluation design of the analogy, which lowers the learning threshold of abstract concepts and provides a practical model for cultural inclusiveness in physics education.
Jian Wen (Wed,) studied this question.