自2016年《中国学生发展核心素养》颁布以来，我国基础教育迈入了核心素养的新时代。在物理学科方面，促进中学生物理学科核心素养的发展已成为当前中学物理教育教学的首要任务。物理学科核心素养是学生通过物理学习而达成的正确价值观念、必备品格和关键能力，其中，关键能力作为统领物理学习的能力，对促进中学生物理学科核心素养的发展有着不可替代的作用。

微课作为当前一种重要的教学资源，在中小学教学中应用广泛，特别是在新冠肺炎疫情期间为“停课不停学”做出了重要贡献。但调查发现，国内现有的高中物理微课质量参差不齐，大部分微课还停留在“知识传授”阶段，并未关注对物理学科关键能力的培养。因此，在高中物理微课教学中落实对物理学科关键能力的培养、研究与开发指向物理学科关键能力的高中物理微课具有重要的现实意义。

本研究共有七章，具体内容如下：

第一章是绪论。本章对研究背景、研究问题及研究意义进行了论述。

第二章是文献综述。本章基于研究问题，从微课和物理学科关键能力两方面对已有的相关研究进行了梳理与综述。

第三章是研究设计。本章首先界定了研究中的三个重要概念：微课、微课的内部要素、物理学科关键能力，然后围绕研究目标“开发指向物理学科关键能力的高中物理微课”确定了具体的研究内容、研究思路与流程。

第四章是高中物理微课内部要素及其内容的确立。本章先基于传统课堂的教学研究理论确立了高中物理微课的内部要素及相应的内容，再通过分析国内具有代表性的高中物理微课样本对其进行了检验与修正。

第五章是指向物理学科关键能力的高中物理微课设计框架的构建。为探索如何展开高中物理微课的设计以落实对物理学科关键能力的培养，本章从传统的中学物理教学设计基本框架出发，以促进学生物理学科关键能力的发展为目标，依次对高中物理微课的选题、教学内容、学情、教学目标、教学过程进行了分析讨论，由此构建了指向物理学科关键能力的高中物理微课设计框架。

第六章是指向物理学科关键能力的高中物理微课的开发与应用。本章首先在本研究所构建的高中物理微课设计框架基础上，建立了指向物理学科关键能力的高中物理微课开发流程；然后，依据开发流程进行了指向物理学科关键能力的高中物理微课开发，在此通过3个微课实例说明具体的开发过程；最后，对本研究所开发的高中物理微课在互联网平台中的应用情况进行了分析，并通过教学实验检验了微课的应用效果。

第七章是研究结论与反思。本章总结与概述了本研究的结论，并反思了研究存在的不足。

Since the promulgation of the Core Literacy for Student Development in China in 2016, basic education in China has entered a new era of core literacy. In physics, promoting the development of core literacy in physics has become the primary task of teaching and learning in secondary school physics education at present. The core literacy of physics is the correct values, necessary character and key competencies that students can achieve through physics learning. And the key competency in physics have an irreplaceable role in promoting the development of core literacy of physics for secondary school students.

As an important teaching resource, micro-lessons are widely used in primary and secondary schools, and have made important contributions to the "school closure" during the COVID-19. However, it is found that the quality of existing high school physics micro-lessons varies, and most of them are still at the stage of "knowledge transfer", without focusing on the cultivation of the key competency in physics. Therefore, it is important to implement the cultivation of the key competency in physics in high school physics microteaching, and to research and develop high school physics micro-lessons that points to the development of the key competency in physics.

There are seven chapters in this thesis, which are as follows.

Chapter 1 is the introduction. This chapter discusses the research background, research questions and research significance.

Chapter 2 is the literature review. Based on the research question, this chapter presents a review of the existing research on micro-lessons and the key competency in physics.

Chapter 3 is the research design. This chapter first defines three important concepts in the research: micro-lessons, internal elements of micro-lessons, and the key competency in physics; then defines the specific research content, research ideas, and process based on the research objective of "developing high school physics micro-lessons that point to the development of the key competency in physics.

Chapter 4 establishes the internal elements of a high school physics micro-course and its content. This chapter first establishes the internal elements and corresponding contents of high school physics micro-courses based on the pedagogical research theories of the traditional classroom, and then tests and revises them by analysing representative samples of high school physics micro-courses in China.

Chapter 5 is the construction of a framework for designing senior secondary physics micro-lessons that point to the key competencies in physics. In order to explore how to develop the design of senior secondary physics micro-lessons to implement the development of key competencies in physics, this chapter starts from the common teaching design framework of senior secondary physics teaching and aims to promote the development of students' key competencies in physics, and then analyses and discusses the selection of topics, teaching contents, learning conditions, teaching objectives and teaching processes of senior secondary physics micro-lessons, so as to build a framework for designing senior secondary physics micro-lessons that point to the key competencies in physics. The framework of micro-course design is thus constructed.

Chapter 6 is about the development and application of high school physics microlessons that point to the key competencies of physics subjects. This chapter firstly establishes the process of developing high school physics micro-lessons that point to the key competencies of physics subjects on the basis of the design framework of high school physics micro-lessons constructed in this study; then, the development of high school physics micro-lessons that point to the key competencies of physics subjects is carried out according to the development process, which is illustrated by three micro-lesson development examples. Finally, the application of the micro-lessons developed in this study on the Internet platform is analysed, and the effectiveness of the micro-lessons is tested through teaching experiments.

Chapter 7 is the conclusion and reflection of the research, which summarizes and outlines the conclusions of this research and reflects on the shortcomings of the research.