在课程改课的时代背景下，高考不在是单纯知识的考查，更多是对学生能力的考查。然而现实中，很多学生已经习惯了讲练的教学模式，问题意识淡薄，物理问题解决能力薄弱，这些能力对于高中生尤为重要。而现今的翻转课堂中微课制作多为讲授式，笔者认为这不利于培养学生的问题解决能力。为寻找一种能够提高学生物理问题的解决能力的教学模式，同时考虑到实际高考课时有限的压力，笔者将“PBL”与“翻转课堂”教学模式融合为“基于PBL的翻转”课堂教学模式。 在研究初期通过文献研究分别了解了“PBL教学”与“翻转课堂”的概念、内涵、发展、理论基础及模式特征，从理论上及前人实践结果上证明了两种模式可以相补相容，从而提出了“基于PBL的翻转课堂”教学模式。该模式课前通过微课及自主学习任务单进行导学，课中让学生经历讨论、交流、展示后获得目标知识，课后再通过微课及少量练习加以巩固的模式结构。在这样的大模式结构中插入PBL教学理念，课前微课、课中讨论均为学生提供一系列台阶性的问题，帮助学生思考，让学生在解决问题的同时习得问题背后的知识。为检验该模式对高中生物理学习的影响，笔者分别在2017年12月及2018年3月开展了两轮为期10周的行动研究。 每轮行动研究后通过实验班与对照班物理成绩对比分析，结果显示“基于PBL的翻转课堂”教学模式对学生物理成绩的影响较为显著，也反映学生物理问题解决能力有所提高。另外笔者发放了“学生物理问题解决能力测评”的问卷调查，调查结果同样证明实验班问题解决能力较对照班有所提高。最后通过学生访谈对“基于PBL的翻转课堂”教学模式做出评价，学生普遍反映该教学模式有助于提高学生的学习兴趣，希望继续开展该模式的教学。

Under the background of the new curriculum innovation, The college entrance examination is not a test of pure knowledge, but more of a test of students 'ability. However, in reality, many students have become accustomed to the teaching mode of practice, so their problem awareness and problem solving ability are weak. The requirement of these abilities is particularly important for analyzing physics problems, However the current teaching mode of flipped classroom is mostly lecturing，It is not conducive to the improvement of students' ability to solve the problem。 In order to improve the students' ability to solve physical problems, the author also takes the limited pressure of the actual college entrance examination into consideration，“The problem - based learning” and“ flipped class” are integrated into “the problem - based flipped class”teaching model. In the early stage of the study, the concept, connotation, development, theoretical basis and pattern characteristics of "The problem based learning" and "flipped class" were respectively studied through literature research. From the theoretical and previous practice, it is proved that the two models can complement each other, thus proposing“the problem - based flipped class”teaching model. This model adopts such a structure: Before class, a guide is carried out through micro and autonomous learning tasks. In the course, students experience discussion, communication, and display of the target knowledge. After class, it will be consolidated through micro and a small number of exercises. In such a large pattern structure, “The problem based learning ”is inserted. Before and after class, we discussed a series of questions for our students as scaffolding. Let the students learn the knowledge behind the problem while solving the problems. To examine the effect of this pattern on the physical learning of high school students, the author conducted two 10-week action studies in December 2017 and March 2018 respectively. Then, compare and analyze the physics achievements of the experimental class and the control class after each round of action research. The results show that "the problem based flipped class" teaching model has a significant impact on students' physical achievements. It also reflected the improvement in students' ability to solve physical problems. In addition, the author distributed the questionnaire survey of "student physical problem solving ability assessment", the results of the survey also showed that the problem solving ability of the experimental class was improved. Finally, the author evaluates the teaching mode through student interviews. Students generally reflected that the teaching model can help to improve students' interest in learning，and expressed the hope to continue the teaching of this model.