【作者】 汪晓东；

【导师】 黄晓；

【作者基本信息】 浙江师范大学 ， 学科教学（物理）（专业学位）， 2023， 硕士

【摘要】 新课改深刻认识到对人能力培养的重要性。对于物理学科而言,模型教学契合新课改理念,物理模型的建立、理解、应用过程充分锻炼了学生抽象思维、总结分析、合作创新等方面能力。新课改后物理高考试题也突出了对物理模型的考查。长三角地区始终走在教育改革的前列,对长三角地区物理试题中物理模型的研究,把握模型考查发展趋势、总结经验,对中学物理教师的教学活动以及对课改教育理念的理解有很大促进作用。文章通过文献研究并与一线教学经验丰富的多位中学教师共同制定物理模型分类标准以及对应的具体物理模型。其次按照物理模型分类标准对长三角地区(浙江省、江苏省、安徽省、上海市)的62份物理高考试题按照题型、物理模型类别、考查知识模块、考查具体内容、分值、真实情境六个维度进行编码分类,并对物理模型数量及分值占比情况、多模型综合考查情况、知识模块考查情况、模型类别考查情况、典型物理模型考查情况、物理模型中真实情境考查情况六个方面的相应数据进行分析与对比。研究结果表明:1.新课改以来长三角地区高考物理模型考查之“五同”:长三角三省一市无论考改如何变化,历年物理高考对于模型的考查都呈现出物理模型考查占比大、对多模型的综合考查较多、过程模型占比最大、存在多种相同典型模型、真实情境呈增加趋势特点。2.新课改以来长三角地区高考物理模型考查之“两异”:长三角三省一市之间、长三角三省一市不同考改阶段对于知识模块考查存在差异。新课改以来长三角地区各省市在考改的不同阶段呈现各自不同的趋势特点。针对研究结论提出物理模型教学的建议:1.转变思维方式,重视模型教学;2.创设真实情境,提升建模能力;3.关联过程模型,培养迁移能力;4.深析经典模型,增强显性教学;5.设计综合问题,促进模型运用;6.辩证吸收差异,善于借鉴学习。更多还原

【Abstract】 The new curriculum reform deeply recognizes the importance of cultivating human ability.For the physics discipline,the model teaching is in line with the new curriculum reform concept.The establishment,understanding and application of the physical model fully exercise the students’ abilities in abstract thinking,summary and analysis,cooperation and innovation.After the new curriculum reform,the physics college entrance examination questions also highlight the examination of physical models.The Yangtze River Delta has always been at the forefront of educational reform.The study of the physical model in the physical test questions in the Yangtze River Delta,grasping the development trend of the model examination,and summarizing the experience will greatly promote the teaching activities of middle school physics teachers and the understanding of the educational concept of curriculum reform.Based on literature research,this paper formulated the classification standards of physical models and corresponding specific physical models together with a number of experienced middle school teachers.Secondly,according to the classification standard of physical model,62 physics high test questions in Yangtze River Delta(Zhejiang,Jiangsu,Anhui and Shanghai)were coded and classified according to six dimensions: question type,physical model category,examination knowledge module,examination specific content,score and real situation.And the corresponding data of six aspects including the number of physical models and the proportion of scores,the comprehensive examination of multiple models,the examination of knowledge modules,the examination of model categories,the examination of typical physical models and the examination of real situations in physical models were analyzed and compared.The results show that:1."Five similarities" of physical model examination of College entrance examination in the Yangtze River Delta Region since the new Curriculum reform: No matter how the examination reform changes in the three provinces and one city of the Yangtze River Delta,the physical model examination in the past years has shown the characteristics of large proportion of physical model examination,more comprehensive examination of multiple models,the largest proportion of process model examination,a variety of the same typical models,and an increasing trend of real situation.2."Two differences" in physical model examination of College entrance examination in the Yangtze River Delta Region since the new Curriculum reform: there are differences in knowledge module examination among three provinces and one city in the Yangtze River Delta and in three provinces and one city in the Yangtze River Delta at different stages of examination reform.Since the new curriculum reform,the provinces and cities in the Yangtze River Delta region have presented their own different trend characteristics in different stages of examination reform.Based on the research conclusions,suggestions on physical model teaching are put forward:1.Change the way of thinking and pay attention to model teaching;2.Create real situation to improve modeling ability;3.Correlation process model to cultivate migration ability;4.In-depth analysis of classical models to enhance explicit teaching;5.Design comprehensive problems to promote the application of models;6.Dialectical absorption of differences,good at learning from.更多还原