Quantum mechanics has proven to be a challenging subject for instructors to teach and conceptually difficult for students to understand. A major source of the difficulty is the lack of everyday experience that quantum mechanics can be related to and the change in thinking required in transitioning from deterministic classical mechanics to a probabilistic quantum theory. Philosophically, the transition has been difficult to reconcile even amongst the physics community. Despite this, the epistemological and ontological underpinnings of instruction in quantum mechanics have not been well documented. In this paper, the philosophical commitments of two popular textbooks that are a staple in undergraduate and graduate classrooms around the world are analyzed to examine their interpretative and philosophical grounding. The textbooks are analyzed from the perspective of a student encountering quantum mechanics for the first time and are related to the well documented problems students face in trying to understand quantum mechanics. Recommendations for future textbooks are also made along with a call to enable students to engage in meaningful discourse and debate over the meanings of quantum mechanical systems.

中文翻译：

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量子力学教科书的哲学观点

事实证明，量子力学对教师来说是一门具有挑战性的学科，而学生在概念上很难理解。困难的一个主要来源是缺乏与量子力学相关的日常经验，以及从确定性经典力学过渡到概率量子理论所需的思维转变。从哲学上讲，即使在物理学界，这种转变也难以调和。尽管如此，量子力学教学的认识论和本体论基础还没有得到很好的记录。在本文中，分析了世界各地本科和研究生课堂主要使用的两本流行教科书的哲学承诺，以检验它们的解释性和哲学基础。教科书从第一次接触量子力学的学生的角度进行分析，并与学生在尝试理解量子力学时面临的有据可查的问题相关。还对未来的教科书提出了建议，并呼吁使学生能够就量子力学系统的含义进行有意义的讨论和辩论。