学科核心素养下高中物理课堂教学情境设计的实证研究——基于高中物理优课教学案例

An Empirical Research on the High School Physics Classroom Teaching Situation Design Under the Core Literacy-Based on the Case of High School Physics Excellent Teaching

教学情境是培养学生核心素养的重要媒介。以6节高中物理优课教学案例为对象,从组成特征、功能特征和过程特征3个维度构建教学情境测评标准,对高中物理优课的教学情境进行量化研究,同时基于古德和布罗菲透视课堂方法进行质性研究,以判断物理教学情境的创设是否达到教学预设目标。研究发现:优课教师将多种优质教学情境特征贯穿物理课堂,营造良好的课堂现象,但部分教师为了构建丰富、多种多样的教学情境忽视了情境内部之间的连贯性和逻辑性,造成课堂互动效果不佳,加之教学情境呈现方式单一化,情境延展性较低,未突出对学生科学探究能力的培养。建议高中物理教师基于学科核心素养,注重教学情境的整体设计;围绕教学目标,强化学生科学探究能力的发展;增加教学情境的导入方式,丰富情境使用的多样性。

Teaching situation is an important mediumto cultivate students’core literacy.Taking six excellent high-quality physics courses as the object,this paper conduct a quantitative analysis of teaching situation from the three dimensions of composition characteristics,functional characteristics and process characteristics to construct teaching situation assessment standard.At the same time,we make a qualitative research based on Good and Brophy’s perspective classroom method,so as to judge whether the creation of physics teaching situation achieves the teaching preset goal.It is shown that:excellent class teachers run a variety of high-quality teaching situation characteristics through physics class,creating a good classroom phenomenon.However,in order to create rich and diverse teaching situations,some teachers ignore the coherence and logicality within the situations,resulting in poor classroom interaction effects.It is suggested that high school physics teachers should pay attention to the overall design of teaching situation based on the core quality of the subject.And,it is supposed to center on teaching objectives,strengthen the development of students’scientific inquiry ability,increase the way of teaching situation introduction and enrich the diversity of situation use.