A growing body of research-based instructional materials for quantum mechanics has been developed in recent years. Despite a common grounding in the research literature on student ideas about quantum mechanics, there are some major differences between the various sets of instructional materials. In this article, we examine the major instructional considerations that influenced the development of two comprehensive quantum mechanics curricula: Paradigms in Physics (the junior-level physics courses at Oregon State University) and Tutorials in Physics: Quantum Mechanics (a set of supplementary worksheets designed at the University of Washington). The instructional considerations that we consider vary in nature: some are philosophical or theoretical commitments about teaching and learning, while some are practical structures determined in part by the local instructional environments. We then use these instructional considerations as a lens to explore example activities from each curriculum and to highlight prominent differences between them, along with some underlying reasons for those differences. The Paradigms reflect a case where the theoretical commitments drove changes to the practical structures while the Tutorials reflect how theoretical commitments were incorporated into a course with a relatively fixed practical structure. Partially as a result of this large-scale difference, we find that each curriculum prioritizes different theoretical commitments about how to promote student understanding of quantum mechanics. We discuss instances of both alignment and tension between the theoretical commitments of the two curricula and their impact on the instructional materials.

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基于研究的量子教学：范例和教程

近年来，已经出现了越来越多的基于量子力学的研究性教学材料。尽管研究文献对学生有关量子力学的观点有共同的基础，但各种教学材料之间还是存在一些主要差异。在本文中，我们研究了影响两个综合量子力学课程发展的主要教学注意事项：物理学范式（俄勒冈州立大学的初级物理学课程）和物理学教程：量子力学（一组由华盛顿大学设计的补充工作表）。我们考虑的教学注意事项在性质上各不相同：有些是关于教学的哲学或理论承诺，而有些则是部分由当地教学环境决定的实用结构。然后，我们将这些教学注意事项用作镜头，以探讨每种课程中的示例活动，并突出显示它们之间的显着差异，以及造成这些差异的一些根本原因。该范式体现在理论的承诺开车的变化，而实际结构的情况下，教程反映了如何将理论性承诺纳入具有相对固定的实践结构的课程中。部分由于这种大规模差异的结果，我们发现每种课程都优先考虑有关如何增进学生对量子力学理解的不同理论承诺。我们讨论了两种课程的理论承诺及其对教学材料的影响之间的一致性和张力的实例。