2017年颁布的课程标准指出：物理学科核心素养是学生在接受物理教育过程中逐步形成的适应个人终身发展和社会发展需要的关键能力和必备品格，是学生科学素养的重要构成。物理是基于实验的科学，在实验探究的过程中，学生的物理学科核心素养能得到全面的发展，这也是物理教育的核心价值体现。高中电学学习对学生而言是相对比较抽象难以理解的，通过演示实验、学生分组实验等方式，将抽象的概念、规律具象化，学生通过观察、分析、交流，对实验过程中获得的直接经验进行加工处理形成自己的电学知识体系；在这个过程中，学生经历完整的实验探究过程，逐步实现发展学科核心素养的教学目标。

通过文献阅读、问卷调查了解国内外的相关研究及当前贵州省普通高中电学实验教学现状，开展基于核心素养的高中物理电学实验教学研究：首先，设计前测问卷了解学生的学习基础及电学学习的困难因素；接着根据学校的实际条件分析，基于物理学科核心素养设计出适合本校学生的电学演示实验及学生分组实验教学方案，并设计出具有指导性的学生实验报告导学案；然后，实施教学实验，学生完成实验报告，教师通过对学生实验报告的完成情况进行评价分析，定性判断学生的学科核心素养发展水平；最后，在完成高三一轮电学实验专题复习后，基于物理学科核心素养设计出标准化测试卷，通过对测试结果的定量分析了解学生的电学学习情况及学科核心素养发展水平。

研究显示，经历完整的实验教学后，学生的学科能力有了整体的提升，学科核心素养水平也得到一定程度的发展，特别是物理观念、科学思维、科学探究三个方面。

Physics is based on experiment. Students’ core competences of physics are to be developed comprehensively through the experimental research, which is the core value of physics education. Learning electricity in senior high school is so relatively abstract that the students have the difficulties to understand. Therefore, it is important to represent the abstract concepts and rules by demonstration experiment, group experiment and other experimental methods. During the procedure that includes observation, analysis, communication, and the process of direct experience, the students are to experience the whole steps of experimental research to form their own knowledge system of physics and gradually improve their core competences of physics.

After literature reading and questionnaire investigation, the author got to know relative research at home and abroad, as well as the current situation of experimental teaching of electricity in common senior high schools of Guizhou province. Hence, the author put forward the research on experimental teaching of electricity based on core competences of senior high school physics. The stages of the research are as follow. First, the author designed a questionnaire in front of the teaching plan to obtain how the students’ learning foundation is and what the difficulties of learning electricity are. Next, taking the practical condition of the school into account, the author designed the experiment of learning electricity, teaching plan for group experiment, and the handouts to guide the students’ experiment reports, all of which are proper to the students of the school. Then, the experimental teaching was carried out. The teacher evaluated and analyzed the reports finished by the students after the experimental teaching to quantitatively estimated the development degree of students’ core competences of physics. Last, with the end of the review of electricity, the author made a standard test based on core competences of physics, whose results can help the author made qualitative analysis to gain the students’ electricity learning situation and the development degree of students’ core competences of physics.

The results showed that the students from the experimental teaching achieved significant improvement both in disciplinary competence and core competences of physics, especially in the 3 aspects—physical concept, scientific thinking, and scientific inquiry ability.