在科技迅猛发展的智慧社会时期，技术的深度融合使得科学教育走向以创新人才培养为目标的科创教育阶段，培养创造思维成为教育的核心要点之一。以课程与教学为载体，VR力反馈技术通过营造基于视觉、触觉等多感官通道的沉浸式学习环境，有望拓展认知边界，促进学生创造思维、物理学科核心素养等发展。然而，目前VR力反馈技术在科学教育中的应用尚处于非常态化教学的探索阶段，本研究基于物理学科教学与VR力反馈技术的跨学科合作，旨在对指向创造思维发展的“VR力反馈+电磁学”教学系统的开发与应用提供策略性建议，为后续平台案例开发提供借鉴。

本研究基于文献综述与相关理论梳理，给出“教学-思维-技术”三螺旋结构，并将其具体化为“VR力反馈技术驱动创造思维发展”的框架，由此论证VR力反馈技术促进学生创造思维发展的理论可行性。

在此基础上，基于深度访谈和扎根理论方法进行了预实验，所用VR力反馈教学平台初步具备可视化与交互功能，尚未实现教育功能开发。通过预实验，梳理总结学生对于电磁学学习的重难点，以及对于新技术的使用体验与具体需求。

在第四章，本研究提出了VR力反馈技术“赋能”教育的教学平台开发策略。总结了技术融合教育功能的4个步骤：内容规划、平台搭建、教学部署、效果评估，并在每一部分给出了详细要求与建议。值得注意的是，为保证选取的教学内容具有VR力反馈“不可替代性”，内容规划需满足“COMET原则”，即成本效率原则、创新与创造原则、多模态沉浸原则、实验真探究原则、理论具象化原则。

以该开发策略为依据，本研究设计了面向高中物理安培力、洛伦兹力、法拉第电磁感应定律的3个案例，并融合成“VR力反馈+电磁学”教学系统。为检验教学效果，进行了基于对照组和实验组的实证研究，开发的测评量表主要包含创造思维、学习动机、技术虚拟临场感三个维度。综合质性与量化数据，结果表明，VR力反馈技术能够有效促进学生对抽象概念的理解，提供自主探究式的平台，创造思维的准备期、酝酿期受VR力反馈技术的影响更大，建议下一步通过控制技术的控制因素、分心因素，进一步提升教学效果。

Nowadays, in the rapidly advancing intelligent society period, the deep integration of technology has led science education towards a phase focused on cultivating creative talents, with fostering creative thinking becoming one of the core aims of education. Based on curriculum and instruction, by creating an immersive learning environment based on visual, tactile, and other multisensory channels, VR force feedback technology has the potential to expand cognitive boundaries and promote the development of students' creative thinking and core competencies in physics. However, currently the application of VR force feedback technology in science education is still in an exploratory phase of non-standardized teaching. In this study, based on the interdisciplinary collaboration between physics education and VR force feedback technology, we aim to provide strategic recommendations for the development and application of a "VR Force Feedback + Electromagnetism" teaching system, whose target is to develop creative thinking and provide a reference for subsequent platform case development.

Based on literature review and related theories, this study presents the three-helix structure of "teaching, thinking and technology" and concretes it into the framework of VR force feedback technology for the development of creative thinking, through which demonstrates the theoretical feasibility of VR force feedback technology promoting the development of students' creative thinking.

On this basis, based on in-depth interview and grounded theory methods, we conducted a preliminary experiment. The VR force feedback teaching platform used there has preliminary visualization and interaction functions, and hasn’t yet realized the development of educational functions. Through the pre-experiment, the important and difficult points of students' electromagnetics learning, as well as their experience in using new technologies and specific needs are summarized.

In the fourth chapter, the study puts forward a teaching platform development strategy of VR force feedback technology "to empower" education. The study summarizes four steps of technology integration education function: content planning, platform building, teaching deployment and effect evaluation, and gives detailed requirements and suggestions in each part. It is worth noting that in order to ensure that the selected teaching content has the "irreplaceability" of VR force feedback, content planning should meet the "COMET principle", that is, Cost-efficiency Principle, Originality and Creation Principle, Multimodal Immersion Principle, Experimental Investigation Principle, and Theoretical Visualization Principle.

Based on the development strategy, this study designes three cases for high school physics: Ampere force, Lorentz force and Faraday's law of electromagnetic induction, and integrates them into a "VR force feedback + electromagnetism" teaching system. In order to test the teaching effect, we carried out an empirical study based on the control group and the experimental group. The assessment scale we developed mainly includes three dimensions: creative thinking, learning motivation and technological virtual presence. Combining qualitative and quantitative data, the results show that VR force feedback technology can effectively promote students' understanding of abstract concepts and provide a platform for independent inquiry, and the preparation period and gestation period of creative thinking are more influenced by VR force feedback technology. It is suggested that the next step should be careful about the control factors and distraction factors of the technology to further improve the teaching effect.