随着基础教育课程改革的深入，高考也进入了深度、综合改革。如何发挥测评对教学的影响力，引领中学物理教师在教学中落实新修订的《高中物理课程标准》，促进高中生物理学科核心素养发展的非常重要、亟待解决的问题。对高考物理试卷展开从物理学科核心素养、关键能力、核心概念等多角度的深入分析，不仅能够探求改革开放以来高考物理试卷的变化趋势，更能研究高考试卷是如何对核心素养、关键能力等进行考查，探索如何通过高考物理试卷引领高中物理教学的途径。

本研究在相关研究的基础上，在构建了多维度的高考物理试卷的多维度分析框架后，基于高考物理试卷的多维度分析框架，结合预编码实践，确定多维度的试题编码规则，并对其进行检验。选择改革开放以来的高考物理全国试卷为分析对象，对其进行逐一编码，采用统计方法对编码结果展开分析，从物理核心概念、基于核心素养的物理学科关键能力、问题情境3个维度分析了改革开放以来高考物理全国卷的变化为：

1. 对物理核心概念的考查有两类，一类是考查的高中物理知识体系中的主干知识、占比在试卷中的基本保持稳定的核心概念，共有15个核心概念，占高中物理28个核心概念的54%。这说明改革开放以来的高考物理试卷具有很好的稳定性。另一二类是在试卷中考查的占比经常发生变化的核心概念，共计有13个，占高中物理核心概念的46%。影响考查这部分核心概念变化的因素可以归纳为两个，一个是高考物理考试形式单科、理综的变化带来的，另一个是不同时期执行的课程标准（或教学大纲）不同引起的变化。

2. 对基于核心素养的物理学科关键能力考查，改革开放以来的高考物理全国卷相对变化不大，基本上都以对应用实践能力考查为主，在对应用实践能力的考查中，推论预测B2能力要素考查的最多，其占比大于整张试卷的50%或50%以上。总体上来看，高考物理全国卷对物理学科关键能力的能力要素考查在不同时期变化较大的要素是关联整合A3和推论预测B2，而观察记忆A1、概括论证A2、分析解释B1、综合应用B3、直觉联想C1、迁移创新C2、建立新模型C3能力要素保持基本不变。

3. 对高考物理试卷的问题情境的考查，高考物理全国试卷的题型以选择题、填空题、计算题为主，少量考查作图题，几乎不考察问答题和证明题。改革开放伊始，物理试卷以计算题为主要题型，但随后选择题逐渐成为了主力题型。试题的情境具有随着高考时期的不同而变化很大。物理试题的情境多以物理模型为主。

基于以上研究结论，探讨了影响改革开放以来高考物理全国卷的变化的因素，并提出了教学建议。最后进行了研究反思。

With the deepening of basic education curriculum reform, the college entrance examination has also entered a deep and comprehensive reform. How to give play to the influence of evaluation on teaching, lead middle school physics teachers to implement the newly revised high school physics curriculum standard in teaching, and promote the development of high school students' physics core literacy is a very important and urgent problem to be solved. The in-depth analysis of the college entrance examination physics papers from the perspectives of the core literacy, key abilities and core concepts of the physics discipline can not only explore the change trend of the college entrance examination physics papers since the reform and opening up, but also study how the college entrance examination papers examine the core literacy and key abilities, and explore how to lead the physics teaching in senior high school through the college entrance examination physics papers.

On the basis of relevant research, after constructing the multi-dimensional analysis framework of the college entrance examination physics test paper, based on the multi-dimensional analysis framework of the college entrance examination physics test paper, combined with the precoding practice, this study determines the multi-dimensional test question coding rules and tests them. The national college entrance examination physics papers since the reform and opening up are selected as the analysis object, coded one by one, and the coding results are analyzed by statistical methods. The changes of the national college entrance examination physics papers since the reform and opening up are analyzed from three dimensions: the core concept of physics, the key ability of physics discipline based on core literacy and problem situation:

1. There are two types of examination on the core concepts of physics. One is the backbone knowledge in the high school physics knowledge system and the core concepts that basically maintain a stable proportion in the test paper. There are 15 core concepts, accounting for 54% of the 28 core concepts of high school physics. This shows that the physics test paper of the college entrance examination has a good stability since the reform and opening up. The other two are the core concepts whose proportion often changes in the test paper, with a total of 13, accounting for 46% of the core concepts of physics in senior high school. There are two factors that affect the change of core concepts in the examination. One is the change of single subject and comprehensive science in the form of physics examination in the college entrance examination, and the other is the change caused by different curriculum standards (or syllabus) implemented in different periods.

2. For the examination of the key abilities of physics disciplines based on core literacy, the national physics paper of the college entrance examination has changed little since the reform and opening up, and basically focuses on the examination of application practice ability. In the examination of application practice ability, the elements of inference and prediction B2 ability are the most examined, accounting for more than 50% or more than 50% of the whole test paper. On the whole, the key ability elements of physics in the National Physics volume of the college entrance examination have changed greatly in different periods: association integration A3 and inference prediction B2, while the ability elements of observation and memory A1, overview demonstration A2, analysis and interpretation B1, comprehensive application B3, intuitive association C1, migration and innovation C2 and establishment of new model C3 remain basically unchanged.

3. For the examination of the problem situation of the physics test paper of the college entrance examination, the question types of the national physics test paper of the college entrance examination are mainly multiple-choice questions, blank filling questions and calculation questions, with a small number of drawing questions, and almost no question and answer questions and proof questions. At the beginning of reform and opening up, the main question type of physics test paper was calculation, but then multiple-choice questions gradually became the main question type. The situation of the test questions varies greatly with the different periods of the college entrance examination. The situation of physics test questions is mostly based on physical models.

Based on the above research conclusions, this paper discusses the factors affecting the changes of the National Physics volume of the college entrance examination since the reform and opening up, and puts forward some teaching suggestions. Finally, the research reflection is carried out.