《课程标准》提出在课堂教学中要落实物理学科核心素养的培养，而创设情境进行 教学是必不可少的。在高中物理课程教学中，电磁学知识比较抽象、晦涩难懂，而情境 教学通过创设形象的情境，有助于学生建立抽象难懂的物理概念、理解物理规律。

通过阅读文献，本文明确了情境创设应遵循的基本原则：目标性、主体性、启发性、 发展连贯性、科学性、安全性、有效性。按照学生获得性体验从高到低的顺序，将教学 情境划分为游戏清境、操作性情境、真实情境、模拟情境、类比情境、问题情境 图表 情境。提出基于核心素养的请境教学在物理概念教学、物理规律教学、物理实验教学中 的实施策略，在物理概念教学中采取“创设真实情境，感性认知概念和深化应用概念； 创设类比情境，理解物理概念；创设图表对比情境，区分相近概念”的教学策略；在物 理规律教学中采取“通过创设真实情境或者模拟情境，归纳总结物理规律；通过创设图 像和问题情境，理论分析得出物理规律”的教学策略；在物理实验教学中采取“创设实 体实验情境、操作性情境，探究物理现象，发展图表情境，归纳总结物理规律”的教学 策略。本文通过《电势能和电势》的实践教学，探讨了在课堂中如何落实”建构物理概 念，形成物理观念，发展学生的科学思维”的核心素养 通过《法拉第电磁感应定律》 的实践教学，利用演示实验，体现科学探究的 般过程”提出问题一猜想或假设一实验 探究／验证或理论推导一结论推广”，培养学生科学探究的核心素养，形成严谨认真、 求真务实的科学态度与责任；通过《交变电流〉〉的实践教学，让学生经历模型建构、科 学推理等的过程，从而建立完善的物理规律，深化物理观念，培养学生“有关注科技发 展的意识，认识到科学技术对生产生活的巨大影响，承担社会责任＂的核心素养。通过 设计基于核心素养的课堂观察量表，记录课堂中核心素养培养情况，对情境教学实践效 果进行数据分析，作出评价；开发、改编课后习题，以核心素养目标为导向，测试学生， 评价情境教学实践效果；借用教学设计评分表、校内竞赛课评分标准，评价课堂教学整 体效果；三种不同评价方式，皆表明了情境教学对培养学生的核心素养起着积极作用。

本文为实施基千核心素养的高中电磁学情境教学提供了有效的教学途径，为撰写核 心素养下的教学设计提供了 种示范样本，对千教学效果是否有效，提供了不同角度的 评价方式：课堂观察量表法，开发、编写基千核心素养的测试题进行测验。

The Curriculum Standard proposes that the cultivation of core quality of physics subj ect should be implemented in classroom teaching. It is essential for teachers to create a situation while teaching. In the process of physics teaching in high school, it 's a great challenge for students to understand electromagnetic knowledge which is abstract and obscure, so situational teaching plays a significant role in helping students establish abstract and difficult physical concepts and master physical laws by creating visual situations.

Through reading the literature, this paper has confirmed the basic principle of situation creation: the goal of the core quality in physics, the subj ectivity of students, the inspiration, the developmental coherence of teaching situation, the scientifi c nature of teaching situation, the safety of the experiment, the effectiveness. According to the order of students'acquired experience from high to low, the teaching situations is divided into game situations, operational situation, real situation, simulated situation, analogical situations, problem situation, and diagram situation. This paper puts forward the implementation strategy of situational teaching based on core quality in physical concept teach ing, physical law teach ing and physical experiment teaching. In the teaching of physical concept, the teach ing strategies are adopted in this paper: to recognize and apply concept by creating real situation, to understand physical concepts by creating analogical situations, to distinguish similar concepts by creating a comparative situati on in the diagram. In the teach ing of physical, the teach ing strategies are adopted in this paper: to summarize physical law by creati ng real situation and simulati ng situation, to derive the laws of physics by creati ng images and problem situati ons. In the teach ing of physical experiment, the teaching strategi es are adopted in this paper: to explore physical phenomena by creating physical experiment situation and operati onal situation, to summarize physical law by developing diagram situation.Through the practi cal teach ing of Electric Potenti al Energy and Electric Potenti al, this paper discusses how to implement the core quality of "constructing physical concepts, forming physical concepts, and cultivati ng students'scientifi c thinking" in the classroom; Through the practi cal teach ing of Faraday Law of Electromagnetic Induction, the demonstration experiment is used to reflect the general process of scientifi c inquiry: " putting forward uesti ons 一guess ing or yp hes ex er men al inquiry/verification or theoreti cal der vati on conclus on promotion", so as to cultivate students'core quality ability of scientific inquiry and form a meticulous, rigorous, real istic and pragmatic scientific attitude and responsibility. Through the practical teaching of Alternati ng Current, students are inspired to experience the process of model construction and scientific reason ing, so as to establish perfect physical laws, deepen physical concepts, and cultivate students'core quality of "paying attention to the development of science and technology, recogniz ing the great impact of science and technology on production and life, and assuming social responsibility". By designing a classroom observation scale based on core quality, this paper records the cultivation of core quality in the classroom, analyzes the data of the effect of tsituational teaching practice, and makes an evaluation; By means of developing and adapting after-school exercises, the author tests students and evaluates the effect of situational teaching practice guided by the goal of core qual ity. The overall effect of classroom teach ing is evaluate by using the teaching design scoring table and the scoring standard of competition classes in the school. The above three different ways all affirm the role of situational teach ing in cultivating students'core quality.

This paper prov ides an effective way to implement situational teaching of electromagnetism in sen ior high school based on core quality. It also provides a demonstration sample for writi ng the teach ing design under the core qual ity, and provides different evaluation methods for whether the teach ing results are effective: classroom observation scale method, development and compi lation of exercises based on the core qual ity for testing.