我国中学物理教学一直为教学效率低下困扰，反思性学习也就成为许多物理老师试图解决这一问题的方法之一。反思性学习与当前主流教育理念的高度一致性，使得越来越多的老师开始重视学生的反思意识培养和反思水平的提高。有调查表明，多数学生能意识到反思对学习的重要性，但是学生的反思意识和水平都较低。在中国的教育制度下，如何实践反思性学习，也才开始起步，有大量问题有待研究。本实验先择了高一年级的三个班级的学生为实验对象，其中有两个班是层次好一些的重点班，另一个班为普通平衡班，对照班级为其它几个平衡班组成常模组。虽然促进学生反思意识和提高反思水平的方式有很多，但本实验只是选择了两个环节来实验，一是学生在预习过程中把自己的思考和问题写出来，供师生交流；二是在每学完一节内容后，要求学生把本节内容的知识掌握和方法掌握情况写出来，主要分为已经掌握和未掌握两个方面，同时也可提出自己的疑问。实验一学期后，用改编的《中学生物理学习适应性测量量表（PAAT）》对不同班级的学生进行学习态度和学习技术子项测量。测量结果表明，实验班在学习态度和学习技术方面都比常模水平高，而且重点班和普通班水平也非常一致。

The low learning efficiency as a big puzzle for Chinese teachers of physics in high schools, and the highly accordance with main teaching theories, have made reflective learning an oriented research. It’s argued that most students can recognize the importance of reflect but they can’t do it efficiently.In China, research on reflective learning has just been set out and lots of problems remain to be done. In this experiment, three classes of senior one, two high-levels and one ordinary, have been chosen for the experimental objects, which are called experimental classes. And several other ordinary classes are set as the comparative objects. Two links during studying are mainly observed in this experiment: student should write down some questions and problems while previewing; and after each period, they should raise their puzzles and summarize the acquirement both on knowledge and learning technique, which are called acquired and not-yet acquired.After a term, two sub-items, learning attitude and learning technique of student in different classes are measured according to PAAT, and its result shows that, experimental classes have a higher level than ordinary on both items, and among the three experimental classes, few difference have been found.