随着新课程标准的进一步改革，对于高中物理这门学科，国家明确要求了四个学科核心素养为培养目标，即物理观念、科学思维、科学探究和科学态度与责任。^[]这四个方面重点要求学生具有自主学习、独立思考与合作探究的能力，但传统教学模式重点在教师占主体地位，学生处于被动的接受学习状态，他们的自主学习、独立思考与探究能力都没有得到充分的培养。在这背景下，为了能让学生成为课堂真正的主人，并使课堂重点放在学生的自主学习与探究能力上，“导学案”教学模式应运而生。

虽然“导学案”教学模式符合新课标改革的目的，但是在实际课堂中仍然存在许多的问题：教师对教案与“导学案”分不清、把“导学案”当成习题册、“导学案”编写过于空泛、设置情境存在偏差等等问题；学生对“导学案”不重视，不积极参于课堂探究活动；教师与学生对“导学案”的评价与反馈总结都不够等。本课题在出现的这些问题的基础上对“导学案”进行研究，让“导学案”教学模式在高中物理课堂上能够发挥更大的效果，更好的激发和培养学生的学习、思考与探究能力。

本课题一共分成六章内容，根据国内外理论，利用文献研究法、问卷调查、师生访谈以及统计分析法研究基于培养学生探究能力背景下的“导学案”应用。第一章介绍本课题的研究背景、国内外的研究现状以及研究方法、内容与意义。第二章具体分析使用“导学案”进行教学的可行性分析，包括“导学案”的字面概念、“导学案”的作用与意义，运用“导学案”进行教学的三个重要理论基础：建构主义学习理论、人本主义学习理论以及最近发展区学习理论。第三章笔者设计改编问卷以及访谈提纲，对笔者实习学校的教师与学生进行调查与访谈，分析得出“导学案”教学模式在真正课堂中使用的情况与出现的问题。第四章在第三章的基础上，总结归纳存在的问题后提出“导学案”的编写原则、基本结构以及编写程序，以及应用“导学案”教学模式的注意事项与应用建议。第五章笔者进行高中物理课型分析后，以概念课《电场 电场强度》为案例进行分析。最后第六章笔者进行总结与展望。

教师们在教学工作中要不断提升自己的理论基础与专业水平，坚持自评，完善教学，提升课堂的教学效果，才能实现学生自主学习与探究能力的充分培养。

With the further reform of the new curriculum standard, for the discipline of physics in senior high school, the state clearly requires four discipline core qualities as the training objectives, namely physical concept, scientific thinking, scientific exploration and scientific attitude and responsibility. These four aspects focus on requiring students to have the ability of independent learning, independent thinking and cooperative exploration, but the traditional teaching mode focuses on the dominant position of teachers, students are in a passive state of accepting learning, and their abilities of independent learning, independent thinking and exploration have not been fully cultivated. In this context, in order to make students become the real masters of the classroom and focus on students' autonomous learning and inquiry ability, the "learning guidance plan" teaching model came into being.

Although the teaching mode of "learning guidance plan" is in line with the purpose of the new curriculum reform, there are still many problems in the actual classroom: teachers can not distinguish between the teaching plan and the "learning guidance plan", regard the "learning guidance plan" as an exercise book, "the preparation of the" learning guidance plan "is too vague, there is a deviation in setting the situation, and so on; Students do not pay attention to the "learning guidance plan" and do not actively participate in classroom inquiry activities; The evaluation and feedback summary of teachers and students on the "learning guidance plan" are not enough. Based on these problems, this topic studies the "learning guidance plan", so that the "learning guidance plan" teaching mode can play a greater effect in the high school physics classroom, and better stimulate and cultivate students' learning, thinking and inquiry ability.

This topic is divided into six chapters. According to the theories at home and abroad, this paper uses the methods of literature research, questionnaire survey, teacher-student interview and statistical analysis to study the application of "learning guidance case" under the background of cultivating students' inquiry ability. The first chapter introduces the research background, research status at home and abroad, research methods, content and significance of this subject. The second chapter analyzes the feasibility of using "learning guidance plan" for teaching, including the literal concept of "learning guidance plan", the role and significance of "learning guidance plan", and the three important theoretical bases of using "learning guidance plan" for teaching: Constructivist Learning Theory, humanistic learning theory and recent development Zone learning theory. In the third chapter, the author designs the adapted questionnaire and interview outline, investigates and interviews the teachers and students of the author's internship school, analyzes the use and problems of the "learning guidance case" teaching model in the real classroom, and puts forward the corresponding strategies. On the basis of the third chapter, the fourth chapter summarizes the existing problems, and puts forward the compilation principles, basic structure and compilation procedures of the "learning guidance plan", as well as the implementation strategies and application suggestions of the "learning guidance plan" teaching mode. In the fifth chapter, after analyzing the type of physics course in senior high school, the author takes the concept course "electric field intensity" as a case for analysis. Finally, in the sixth chapter, the author summarizes and prospects.

In teaching, teachers should constantly improve their theoretical basis and professional level, adhere to self-evaluation, improve teaching and improve classroom teaching effect, so as to realize the full cultivation of students' autonomous learning and inquiry ability.