【作者】 陈涛；

【导师】 陈太红； 罗鹏；

【作者基本信息】 西华师范大学 ， 学科教学（物理）（专业学位）， 2025， 硕士

【摘要】 随着新课程改革的持续推进,促进学生深度学习能力的发展已成为物理教学的重要方向。相关实证研究显示,情境教学策略能够有效增强学习者的认知参与度与思维活跃度,对培育其科学探究能力与创新实践素养具有显著的促进作用。特别是将生活现象与社会生活经验融入到高中物理课堂教学之中,可以帮助学生建立知识与现实的联结。但目前针对高中物理情境教学的系统化设计仍较为欠缺,尤其是怎样筛选情境素材、在教学各环节创设情境,仍然需要形成具体的可操作性的实施方案。因此,构建以促进深度学习为目标导向的高中物理情境教学范式,并开发相应的应用策略,对于提升学生的核心素养具有重要的理论与实践价值。本文通过文献分析法,系统梳理了深度学习与情境教学的理论基础,并对相关核心概念进行了界定。运用问卷调查与深度访谈相结合的方式,对高中生物理深度学习现状以及教师应用情境教学的实施情况进行调查分析。调查结果表明:学生在物理学科领域的深度学习能力整体呈现发展不足的态势;教师应用情境教学的实践能力尚需提升,情境教学的实施策略存在亟须完善的空间;师生对情境教学在促进深度学习中的价值认知有待深化。基于对物理课程标准与核心素养相关内容的深入解读,整合深度学习和情境教学的理论研究成果以及现状调查结果,提出了真实性原则、趣味性原则、开放性原则、迁移发展性原则和递进层次性原则。并从完整的教学流程出发,在教学的准备阶段、实施阶段、评价阶段三个环节提出构建了贯穿教学全过程的情境教学策略。具体而言,在教学准备阶段提出精挑细选,多途径整合情境资源;综合考量,拣选恰当合适的素材。在教学实施阶段提出创设真实生活情境;借助多媒体破束缚;利用创新实验情境;设置科学推理情境;巧用游戏活动情境;创设物理学史情境;创设梯度问题情境等策略。在教学评价环节提出构建多元评价体系,培养学生批判思维;构建及时反馈机制,促进评价持续有效。本研究运用以上指向深度学习的情境教学原则和策略,设计了《动量定理》和《磁场对通电导线的作用》两个指向深度学习的高中物理情境教学案例,并且在真实课堂中对《动量定理》进行实践教学。结合教师和学生访谈结果、学生表现情况及学生成绩变化情况,进一步分析和总结课堂实践效果。根据师生的反馈进一步反思、修改、完善情境教学策略和教学设计,最终获得具有一定指导性和参考价值的教学案例。本文的研究工作在一定程度上丰富了情境教学的研究,引起一线师生对情境教学的重视。这对于提高学生深度学习水平,进而提高物理课堂教学质量,为一线教师的实际教学提供一定参考和借鉴。更多还原

【Abstract】 As the new curriculum reform continues to progress,enhancing students’ability for deep learning has become an important focus in physics education.Empirical studies show that situational teaching strategies can effectively increase learners’cognitive engagement and stimulate thinking,significantly fostering their scientific inquiry skills and innovative practical abilities.Particularly,integrating everyday phenomena and social experiences into high school physics classes helps students connect knowledge with real life.However,there is still a lack of systematic design in situational teaching for high school physics,particularly concerning the selection of situational materials and context creation at various stages of instruction.Therefore,constructing a paradigmatic approach to situational teaching aimed at promoting deep learning,along with developing corresponding application strategies,holds significant theoretical and practical value for enhancing students’core competencies.This paper employs a literature analysis method to systematically review the theoretical foundations of deep learning and situational teaching,while also defining related core concepts.By combining surveys and in-depth interviews,it investigates the current state of deep learning in high school physics students and the implementation of situational teaching by teachers.The findings indicate that students generally exhibit insufficient development in their deep learning capabilities within the field of physics;teachers’practical abilities in applying situational teaching require improvement,with significant room for enhancement in the implementation strategies;and there is a need for a deeper understanding among teachers and students regarding the value of situational teaching in promoting deep learning.This study conducts an in-depth analysis of physics curriculum standards and core competencies,integrating theoretical research and empirical findings on deep learning and situated instruction.It proposes five guiding principles for situated teaching:authenticity,engagement,openness,transferability,and progressive scaffolding.A comprehensive situated teaching framework is developed,encompassing three key phases—preparation,implementation,and evaluation.During the preparation phase,strategies include meticulous selection and multi-source integration of contextual resources.The implementation phase features seven evidence-based approaches:real-world scenario design,multimedia-enhanced instruction,innovative experimental setups,scientific reasoning tasks,gamified learning activities,physics history integration,and tiered problem-solving contexts.For evaluation,the study advocates a multidimensional assessment system to foster critical thinking,coupled with real-time feedback mechanisms to ensure instructional effectiveness.Applying these principles,two deep learning-oriented high school physics case studies—The Momentum Theorem and Magnetic Effects on Current-Carrying Conductors—were designed and implemented.Empirical data from classroom observations,teacher/student interviews,and academic performance analysis demonstrate the approach’s effectiveness.Iterative refinements based on participant feedback yielded practical,reference-worthy teaching models.This research contributes to situated teaching theory while raising practitioner awareness of its educational value.The findings offer actionable insights for enhancing deep learning capabilities and improving secondary physics instruction,providing teachers with evidence-based pedagogical tools.更多还原