基于学习进阶的静电场核心概念教学研究 摘 要 2017年版的课程标准提出物理教学要促进学生物理核心素养的发展，提升学生的物理核心素养是物理学科教学的真正价值和意义。要培养和发展学生的物理核心素养，帮助学生整合和提炼零散的物理概念是非常必要的，而围绕物理学科的核心概念开展教学是非常有效的方法。 但在常规教学中，教师通常不够了解学生深入理解概念的过程，和学生解决物理问题时依据的思维。基于核心概念学习进阶的教学研究不仅能够解决以上的问题，更能使学生学习轨迹清晰化，教学效果得到提升，教学评价科学化。 本文在文献综述中梳理了静电场核心概念，了解静电场学习进阶框架。在此基础上展开基于学习进阶的静电场核心概念教学研究。本研究的内容主要分为三部分。 首先，基于学习进阶的学情分析。基于学习进阶的学情分不仅可以明确学生关于静电场核心概念的原有认知水平和期望认知水平以及学生在学习过程中存在的中间认知状态，而且可以了解中间认知状态的迷思概念和实现进阶的关键点。本研究分别在新课教学前后和复习课教学后实施了三次测试。根据每一次测试展开的学情分析，都对后续教学有一定的帮助，因此本研究根据三次测试的结果，进行了三次学情分析。 其次，规划学习轨迹，设计具体教学流程。学习轨迹描绘了一节课中学生的认知水平的发展轨迹。本研究在经验、映射、关联、系统和整合5个进阶层级分别设置学生思维的关键点，将它们有序地连接起来，形成学习轨迹。为了帮助学生沿着学习轨迹实现进阶，本研究从新课教学和复习课教学两方面给出了具体的教学流程和案例。 然后，基于学习进阶的教学实践。为了检测教学效果，本研究设计了教学对比实验，其中新课教学12课时，复习课教学4课时。分别在新课教学前后进行第一次和第二次测试，在复习课教学后进行第三次测试。第三次测试显示实验班和对照班的学生能力值分别为0.56和0.34，验证了基于学习进阶的教学比常规教学更加有效。 最后，本研究对基于学习进阶框架开展教学研究进行了反思：（1）为学生提供充足的事实经验有利于学生认知水平向更高层级发展；（2）静电场教学中可以利用类比的方法帮助学生整合已有经验和新知识；（3）已有测试题主要涉及系统和整合层级，需要开发更多低层级的题目。

TEACHING RESEARCH BASED ON LEARNING PROGRESSION FOR THE CORE CONCEPTS OF ELECTROSTATIC FIELD ABSTRACT The 2017 edition of teaching standard is proposed that physics teaching should promote the development of students' core competence of physics. It is the real value and significance of physics teaching to improve students' core competence, which helps them integrate and refine the scattered concepts in physics. Therefore, in order to cultivate and develop their core competence, it is necessarily effective to conduct the teaching surrounded with essential concepts in the subject of physics. In the traditional teaching practice, teachers usually have little understanding of the process how students realize the physical concept, and what they are really thinking when confronted with a physics question. We come up with constructing the study of learning progression to help students master the core concepts of physics. It not only lets the teaching goal become clearer, but stimulates a well-improved teaching effect as well as a scientific teaching evaluation. It is basically stated the core concept of electrostatic field and its framework of learning progression in literature review of this article. On this foundation, we carry out the essential concept teaching research of electrostatic field according to the learning progression. This article is divided into the following three sections. First of all, learning situation analysis based on learning progression. It can not only clarify students' original cognitive level and expected cognitive level of the core concepts of electrostatic field, as well as the intermediate cognitive state existing in the learning process, but also helps them have a good understanding of the key points of the concept of Myth and achieved learning progression. It was conducted two tests before and after the new class, and one test after the review class in our research. On the basis of each learning situation analysis in the test, all of them were helpful in the following teaching to some degree. According to the result of three tests, we carried out three detailed analyses. Secondly, plan the learning curve and design the specific teaching process. Learning curve describes the developing trajectory of students' cognitive level in a class. Some key points of their thinking were set up at the five levels of experience, mapping, correlation, system and integration, and they were connected orderly to form a learning curve in this study. This research provides specific teaching procedures and cases from two aspects of new class teaching and review class teaching so as to assist students accomplish the progression along with learning curve. Besides, teaching practice based on learning progression. In order to evaluate the effectiveness of our teaching, we designed a comparative experiment of teaching, including two tests before and after 12 new class hours and the third test after 4 review class hours. The third test indicated that the values of students’ ability in the controlled classes and uncontrolled classes were 0.56 and 0.34 respectively, which further proves that the teaching of learning progression is more strongly effective than traditional teaching. In the end, this study summarizes the reflection about teaching research on the basis of learning progression framework. It is positively offered students with sufficient factual experience, which is conducive to the development of students' cognitive level to a higher one. We can take advantages of the method of analogy in the electrostatic field teaching so as to help students integrate existing experience and new knowledge. Besides, it is necessarily required to develop some more examination questions in the lower level of learning progression, while the existed tests in our research mainly involve the level of system and integration.