“深度学习”是我国教育部基础教育课程教材发展中心自2014年开展的教学改进项目，其目标在于推动发展中国学生适应未来所需的必要的品格和核心能力。本研究通过开展指向深度学习的高中物理课堂学习活动的设计与研究，希望改变一些常态课堂学习活动存在的问题，发展学生的物理学科核心素养。

本研究的主要研究内容如下：

一是运用文献法明确核心概念，并确定深度学习理论和活动理论作为研究的理论基础。依据这些理论基础和先前学者关于深度学习教学设计和学习活动的相关探讨及研究，确定指向深度学习的高中物理课堂学习活动设计思路：以情境引问题，以问题导探究，以探究促结论，以结论促应用，以应用促创新。

二是利用问卷调查法对高中生深度学习现状展开了调查，其中包括核心知识、学科能力、必备品格三个方面。发现大部分学生处在深度学习和浅层学习的中间状态，因此进行深度学习的研究是很有必要的。

三是根据总结和归纳的理论基础和提出的教学设计思路，选择“抛体运动”单元为例设计出了指向深度学习的高中物理课堂学习活动，接着采用准实验研究法在两个前测成绩无显著差异的班级实施教学设计，随后又依据《普通高中物理课程标准（2017年版2020年修订）》的学业质量水平研制了一套调查工具，并利用该调查工具对上述实施情况进行了调查，分析调查数据后发现两班在教学实施之后后测成绩存在显著差异，这说明指向深度学习的高中物理课堂学习活动有利于提高高中物理教学的效果，这种教学设计与发展学生的学科核心素养这一目标相契合，能为学生的学习提供一定的支持，从而使绝大部分学生达到学业质量的基本教学要求。

转变教学方式，由浅层学习逐渐过渡到深度学习已成为物理教学发展的必然趋势，本研究旨在设计和实施指向深度学习的高中物理课堂学习活动，以期促进高中物理教学更好地培养学生的核心素养，为广大一线教师提供借鉴意义。

"Deep Learning is a teaching improvement project carried out by the Center for Curriculum and Textbook Development of Basic Education under the Ministry of Education of China since 2014, with the goal of promoting the development of necessary character and core competencies for Chinese students to adapt to the future. Through the design and study of high school physics classroom learning activities that point to deep learning, this study hopes to change some of the problems that exist in regular classroom learning activities and develop students' core literacy in physics.

The main research components of this study are as follows:

First, the literature method was used to clarify the core concepts and identify the deep learning theory and activity theory as the theoretical foundations of the study. Based on these theoretical foundations and previous scholars' related discussions and studies on deep learning instructional design and learning activities, the design ideas of high school physics classroom learning activities pointing to deep learning are identified: use context to lead to problems, use problems to lead to inquiry, use inquiry to promote conclusions, use conclusions to promote application, and use application to promote innovation.

Secondly, the questionnaire method was utilized to investigate the current situation of high school students' deep learning, which includes three aspects of core knowledge, disciplinary competence, and essential character. It was found that most of the students were in the intermediate state between deep learning and shallow learning, so it was necessary to conduct research on deep learning.

Third, according to the summarized theoretical basis and the proposed teaching design ideas, the unit of "Throwing Body Motion" was chosen as an example to design high school physics classroom learning activities pointing to deep learning, and then the quasi-experimental research method was used to implement the teaching design in two classes with no significant difference in the pre-test scores, and then the teaching design was based on the "General Senior Secondary Physics". Curriculum Standards (2020 Revision), a set of survey tools were developed, and the survey tool was used to investigate the implementation of the above, after analyzing the survey data, it was found that there was a significant difference in the posttest scores of the two classes after the implementation of the teaching, which indicated that the high school physics classroom learning activities pointing to in-depth learning were conducive to the improvement of the effectiveness of the teaching of physics in high schools, and that this kind of instructional design was consistent with the goal of developing the core academic literacy of the students. This instructional design is compatible with the goal of developing students' disciplinary core literacy, and can provide some support for student learning, thus enabling the vast majority of students to meet the basic instructional requirements for academic quality.

Changing teaching methods from shallow learning to deep learning has become an inevitable trend in the development of physics teaching. This study aims to design and implement high school physics classroom learning activities that point to deep learning, in order to promote the teaching of high school physics to better cultivate the core literacy of students, and to provide reference for the majority of front-line teachers.