物理概念是构成物理知识的基石，学生对物理概念的掌握程度影响其物理知识的学习、理科能力的培养以及理性思维的构建。 物理概念的学习看似简单，其实是物理教学中最难的部分，而“静电场”相关概念不仅在高中物理电学中处于核心地位，并且由于其本身的抽象性和概括性，给学生的物理学习带来了很大的阻碍。 本研究先是通过文献研究法，对高中物理概念教学、高中物理学习困难以及高中物理“静电场”相关的教育教学方法论、教学案例、教育理论、教学案例、教学方法等做了充分地调查和整理，对研究现状有了比较清醒的认识。后采用问卷调查法（高一下学期的前测和高二上学期的后测），佐以个别学生和一线教师访谈，对学生在高中物理“静电场”相关概念的学习中出现的学习困难的外在表现进行整理、归纳、总结，并结合教育学、心理学相关理论，从“概念特征”、“认知策略”、“非智力因素”、“教学实施”等多个维度进行论证，找寻学生在相关概念学习中产生学习困难的成因，并结合研究结论对“静电场”相关的概念教学提出教学建议。 本研究通过对“静电场”相关概念的学习困难研究，不仅提出了“静电场”概念教学中对学生容易造成困扰的原因及对策，还以小见大地对整个高中物理概念教学提出了教学建议，且通过整个研究过程，总结出了一套研究物理概念教学的一般方法。

The concept of physics is the cornerstone of physics knowledge. Students' mastery of physics concepts influences the study of physics knowledge, the cultivation of science ability, and the construction of rational thinking. The learning of physical concepts seems simple, but it is actually the most difficult part in physics teaching. In this study, through the literature research method, we fully investigated and sorted out the high school physics concept teaching, the high school physics learning difficulties, and the high school physics “electrostatic field”-related educational teaching methodology, and we have a clear understanding of the current research situation. Afterwards, the method of questionnaire survey (higher pretest of the semester and postsecondary test of the second year of senior high school) was used, and interviews with individual students and first-line teachers were conducted to facilitate the students' learning in the learning of the related concepts of the high school physics “electrostatic field”. Difficult external performances are collated, summarized, summed up, and combined with pedagogy and psychology related theories to demonstrate from various dimensions such as “conceptual features”, “cognitive strategies”, “non-intellectual factors”, and “teaching implementation”. To find out the causes of students' learning difficulties in related concepts learning, and to combine the research conclusions to put forward teaching suggestions and opinions on the concept teaching of “electrostatic fields”. This study focuses on the learning difficulties of the concept of “electrostatic fields”. It not only proposes the causes and countermeasures of the “Electrostatic Field” concept teaching that are likely to cause problems for students, but also teaches the entire high school physics concept teaching in a small way. Proposals, and through the entire research process, summed up a set of general methods for teaching physical concepts.