在高中物理课程中,实验教学扮演着至关重要的角色,它是提升学生核心能力的关键步骤。然而传统的实验教学模式往往存在一定的劣势,其未能充分重视学生的主动参与和创造性思维,这可能会导致他们对物理实验缺乏热情,同时其探究技能也会因...在高中物理课程中,实验教学扮演着至关重要的角色,它是提升学生核心能力的关键步骤。然而传统的实验教学模式往往存在一定的劣势,其未能充分重视学生的主动参与和创造性思维,这可能会导致他们对物理实验缺乏热情,同时其探究技能也会因此受到限制。而情境化教学设计作为目前提倡的一种教学策略,通过构建现实或模拟的实验环境,可以点燃学生对学习的热情,并增强他们的研究技能和实验操作能力。本文旨在探讨高中物理实验情境化教学设计的理论基础、高中物理实验教学现状分析、高中物理实验情境化教学设计的方法、情境化教学设计及应用案例分析,以期为高中物理实验教学提供参考。Experimental teaching plays a crucial role in high school physics curricula as a key step in enhancing students’ core competencies. However, traditional experimental teaching models often have certain disadvantages, failing to fully emphasize students’ active participation and creative thinking, which may lead to a lack of enthusiasm for physics experiments and limited inquiry skills. As a currently advocated teaching strategy, contextualized instructional design, by constructing realistic or simulated experimental environments, can ignite students’ passion for learning and enhance their research skills and experimental operation abilities. This paper aims to explore the theoretical foundation of contextualized instructional design for high school physics experiments, the current status analysis of high school physics experimental teaching, methods for contextualized instructional design, and case studies of its application, in order to provide a reference for high school physics experimental teaching.展开更多
随着教育的不断发展和对人才培养的要求不断提高,物理教育越来越重视培养学生核心素养。物理课程要培养的核心素养,主要包括物理观念、科学思维、科学探究、科学态度与责任。其中科学思维主要包括模型建构、科学推理、科学论证、质疑创...随着教育的不断发展和对人才培养的要求不断提高,物理教育越来越重视培养学生核心素养。物理课程要培养的核心素养,主要包括物理观念、科学思维、科学探究、科学态度与责任。其中科学思维主要包括模型建构、科学推理、科学论证、质疑创新等要素,模型建构居于这四个要素的首位。本文先探讨了模型的含义和培养模型建构能力的意义,然后总结了初中物理教科书部分模型,讨论了影响模型建构思维能力的因素,最后提出了培养和提升模型建构思维能力的策略,希望能够为物理教师提高初中物理教学效果,提升学生核心素养提供一定的参考。With the continuous development of education and the constantly improved requirements for talent cultivation, physics education has increasingly emphasized the cultivation of students’ core literacy. The core literacy to be cultivated in physics courses mainly includes physical concepts, scientific thinking, scientific inquiry, scientific attitudes, and responsibilities. Among them, scientific thinking mainly includes elements such as model construction, scientific reasoning, scientific argumentation, and questioning innovation, with model construction ranking first among these four elements. This paper first explores the meaning of the model and the significance of cultivating model construction ability, and then summarizes some models in junior high school physics textbooks, discusses the factors that affect the ability of model construction thinking, and finally proposes strategies for cultivating and improving the ability of model construction thinking, hoping to provide a certain reference for physics teachers to improve junior high school physics teaching effectiveness and enhance students’ core literacy.展开更多
新时代人才培养要求五育并举,美育作为其中重要方面在学生成长发展中具有重要作用,美育在物理教学中的渗透趋势愈发明显。本文试图从美育视角分析在物理教学中学生美育的思路和逻辑,结合美育的培养要求,总结出物理教学中美育的六个阶段...新时代人才培养要求五育并举,美育作为其中重要方面在学生成长发展中具有重要作用,美育在物理教学中的渗透趋势愈发明显。本文试图从美育视角分析在物理教学中学生美育的思路和逻辑,结合美育的培养要求,总结出物理教学中美育的六个阶段:美育潜伏阶段、美育现象阶段、美育领会阶段、美育表现阶段、美育鉴赏阶段、美育创造阶段。本文通过物理教学分析和举例,希望为物理教学过程和方法的优化、物理教学中美育的渗透提供一定的参考,以便更好提高教学效率,提升美育效果。Talent cultivation requires the simultaneous development of five kinds of Education in the new era. Aesthetic education is a significant one and plays an important role in the growth and development of students. Therefore, the trend of the mutual penetration of aesthetic education and physics teaching is becoming more and more obvious. This paper attempts to analyze the ideas and logic of students’ aesthetic education in physics teaching from the perspective of aesthetic education and summarizes the six stages of aesthetic education in physics teaching: latent stage, appearance stage, comprehension stage, display stage, appreciation stage, and creation stage. This paper hopes to provide a certain reference for the optimization of the process and method of physics teaching and the penetration of aesthetic education in physics teaching through analysis and examples of physics teaching to better improve the teaching efficiency and the effect of aesthetic education.展开更多
以人教版和鲁科版物理必修一教材的习题为研究对象,基于PISA科学素养测评框架中的科学情境维度对习题的提问方式进行分析。研究发现在两个不同版本的教科书中,有超过一半(占总数的60%)的问题涉及到情景问题。在这之中,个人的、地域性的...以人教版和鲁科版物理必修一教材的习题为研究对象,基于PISA科学素养测评框架中的科学情境维度对习题的提问方式进行分析。研究发现在两个不同版本的教科书中,有超过一半(占总数的60%)的问题涉及到情景问题。在这之中,个人的、地域性的习题情境较全球化的情境相对较多。使用SPSS软件进行卡方检验显示,2个版本的教材习题的科学情境分布没有显著差异,因此针对情境分布的共同特征给予相应的教学建议以供参考。Based on the questions of the Physics Compulsory 1 textbook of the People’s Education Edition and the Luke Edition, the questions were analyzed based on the scientific situational dimension in the PISA Science Literacy Assessment Framework. The study found that more than half (60% of the total) of the questions in two different versions of the textbook were situational. Among them, there are more personal and regional exercise situations than global ones. The chi-square test of SPSS software showed that there was no significant difference in the distribution of scientific situations between the two versions of the textbook, so corresponding teaching suggestions were given for reference according to the common characteristics of the situational distribution.展开更多
文摘在高中物理课程中,实验教学扮演着至关重要的角色,它是提升学生核心能力的关键步骤。然而传统的实验教学模式往往存在一定的劣势,其未能充分重视学生的主动参与和创造性思维,这可能会导致他们对物理实验缺乏热情,同时其探究技能也会因此受到限制。而情境化教学设计作为目前提倡的一种教学策略,通过构建现实或模拟的实验环境,可以点燃学生对学习的热情,并增强他们的研究技能和实验操作能力。本文旨在探讨高中物理实验情境化教学设计的理论基础、高中物理实验教学现状分析、高中物理实验情境化教学设计的方法、情境化教学设计及应用案例分析,以期为高中物理实验教学提供参考。Experimental teaching plays a crucial role in high school physics curricula as a key step in enhancing students’ core competencies. However, traditional experimental teaching models often have certain disadvantages, failing to fully emphasize students’ active participation and creative thinking, which may lead to a lack of enthusiasm for physics experiments and limited inquiry skills. As a currently advocated teaching strategy, contextualized instructional design, by constructing realistic or simulated experimental environments, can ignite students’ passion for learning and enhance their research skills and experimental operation abilities. This paper aims to explore the theoretical foundation of contextualized instructional design for high school physics experiments, the current status analysis of high school physics experimental teaching, methods for contextualized instructional design, and case studies of its application, in order to provide a reference for high school physics experimental teaching.
文摘随着教育的不断发展和对人才培养的要求不断提高,物理教育越来越重视培养学生核心素养。物理课程要培养的核心素养,主要包括物理观念、科学思维、科学探究、科学态度与责任。其中科学思维主要包括模型建构、科学推理、科学论证、质疑创新等要素,模型建构居于这四个要素的首位。本文先探讨了模型的含义和培养模型建构能力的意义,然后总结了初中物理教科书部分模型,讨论了影响模型建构思维能力的因素,最后提出了培养和提升模型建构思维能力的策略,希望能够为物理教师提高初中物理教学效果,提升学生核心素养提供一定的参考。With the continuous development of education and the constantly improved requirements for talent cultivation, physics education has increasingly emphasized the cultivation of students’ core literacy. The core literacy to be cultivated in physics courses mainly includes physical concepts, scientific thinking, scientific inquiry, scientific attitudes, and responsibilities. Among them, scientific thinking mainly includes elements such as model construction, scientific reasoning, scientific argumentation, and questioning innovation, with model construction ranking first among these four elements. This paper first explores the meaning of the model and the significance of cultivating model construction ability, and then summarizes some models in junior high school physics textbooks, discusses the factors that affect the ability of model construction thinking, and finally proposes strategies for cultivating and improving the ability of model construction thinking, hoping to provide a certain reference for physics teachers to improve junior high school physics teaching effectiveness and enhance students’ core literacy.
文摘新时代人才培养要求五育并举,美育作为其中重要方面在学生成长发展中具有重要作用,美育在物理教学中的渗透趋势愈发明显。本文试图从美育视角分析在物理教学中学生美育的思路和逻辑,结合美育的培养要求,总结出物理教学中美育的六个阶段:美育潜伏阶段、美育现象阶段、美育领会阶段、美育表现阶段、美育鉴赏阶段、美育创造阶段。本文通过物理教学分析和举例,希望为物理教学过程和方法的优化、物理教学中美育的渗透提供一定的参考,以便更好提高教学效率,提升美育效果。Talent cultivation requires the simultaneous development of five kinds of Education in the new era. Aesthetic education is a significant one and plays an important role in the growth and development of students. Therefore, the trend of the mutual penetration of aesthetic education and physics teaching is becoming more and more obvious. This paper attempts to analyze the ideas and logic of students’ aesthetic education in physics teaching from the perspective of aesthetic education and summarizes the six stages of aesthetic education in physics teaching: latent stage, appearance stage, comprehension stage, display stage, appreciation stage, and creation stage. This paper hopes to provide a certain reference for the optimization of the process and method of physics teaching and the penetration of aesthetic education in physics teaching through analysis and examples of physics teaching to better improve the teaching efficiency and the effect of aesthetic education.
文摘以人教版和鲁科版物理必修一教材的习题为研究对象,基于PISA科学素养测评框架中的科学情境维度对习题的提问方式进行分析。研究发现在两个不同版本的教科书中,有超过一半(占总数的60%)的问题涉及到情景问题。在这之中,个人的、地域性的习题情境较全球化的情境相对较多。使用SPSS软件进行卡方检验显示,2个版本的教材习题的科学情境分布没有显著差异,因此针对情境分布的共同特征给予相应的教学建议以供参考。Based on the questions of the Physics Compulsory 1 textbook of the People’s Education Edition and the Luke Edition, the questions were analyzed based on the scientific situational dimension in the PISA Science Literacy Assessment Framework. The study found that more than half (60% of the total) of the questions in two different versions of the textbook were situational. Among them, there are more personal and regional exercise situations than global ones. The chi-square test of SPSS software showed that there was no significant difference in the distribution of scientific situations between the two versions of the textbook, so corresponding teaching suggestions were given for reference according to the common characteristics of the situational distribution.
