初中生物理推理能力调查及其教学改进研究

科学推理是物理教育的重要内容，初中物理教学不仅是知识的传授，更是能力的培塑。科学推理能力在物理学科的表现即为物理推理能力，本研究旨在探究初中生物理推理能力的现状、影响因素与路径，以及如何改进教学提高初中生的物理推理能力。

本项研究首先综述国际学界对科学推理、科学推理能力及物理推理能力的已有研究，基于此选择合适的物理推理能力测评工具，检验测评工具的适用性，开展测评，并获得研究数据，分析初中生物理推理能力的现状。其次，从先验知识、元认知、性别、成长环境和教学这5个关键维度梳理物理推理能力的影响因素，并进行路径分析。针对现状和影响路径，系统梳理旨在提升物理推理能力的教学模式，即基于案例推理认知模型的物理推理能力教学模式、基于SOLO理论的物理推理能力教学模式、基于情境认知的物理推理能力教学模式以及基于证据—推理的物理推理能力教学模式，并分析已有模式的特点。最后，构建抽象情境和真实情境两种物理推理能力教学改进方案，在初中物理课堂进行教学实践，验证物理推理能力的教学改进方法。本研究发现，在总体特征上，初中生的物理推理能力处于中上水平；在子技能的表现水平上，不同子技能发展水平有所差异，“得出结论”最好，“证据生成”次之，相对而言，“创建设计”最差；男生比女生的物理推理能力稍高一些，但差距不大，初中生物理推理能力与元认知、成长环境、先验知识、教学整体上存在着显著相关。“教学”维度的相关性最高，其次是“先验知识”，“成长环境”最低；元认知、先验知识、成长环境、教学对物理推理能力有正向影响，教学对物理推理能力有直接影响作用，也可通过影响先验知识、成长环境、元认知作用于物理推理能力，情境化的教学模式有助于学生物理推理能力的培养；从整体上看抽象情境教学比真实情境更能促进初中生物理推理能力的发展，但从个体上来说，抽象情境教学与真实情境教学方式的选取，需要考虑学生个体特点。

Scientific reasoning is an important content of physics education. Physics teaching in junior high school is not only the teaching of knowledge, but also the cultivation of ability. The performance of the scientific reasoning ability in the physics discipline is the physics reasoning ability. This research aims to explore the current situation, influencing factors and paths of the physics reasoning ability of junior high school students, and how to improve the teaching and improve the physics reasoning ability of junior high school students.

This study first summarizes the existing research on scientific reasoning, scientific reasoning ability and physics reasoning ability in the international community. Based on this, the appropriate physics reasoning ability evaluation tool is selected to test the applicability of the evaluation tool, carry out the evaluation, and obtain the research data, and analyze the current situation of the physics reasoning ability of junior high school students. Secondly, the influencing factors of physics reasoning ability were analyzed from the five key dimensions of prior knowledge, metacognition, gender, growing environment and teaching, and conducted path analysis. In view of the present situation and the influence path, the system combing aims to improve the physics reasoning ability teaching mode, namely based on case reasoning cognitive model of physics reasoning ability teaching mode, based on the SOLO theory, physics reasoning ability teaching mode based on situational cognition and physics reasoning based on evidence-physics reasoning ability teaching mode, and analyze the characteristics of the existing model. Finally, two teaching improvement schemes of physics reasoning ability of abstract situation and real situation are constructed, and the teaching practice is carried out in junior middle school physics classroom to verify the teaching improvement method of physics reasoning ability. This study found that, in terms of overall characteristics, the physics reasoning ability of junior high school students is at the upper middle level; in the performance level of child skills, different child skills development levels are different, the best "conclusion", followed by "evidence generation", "creation design" is the worst; the physics reasoning ability of boys is slightly higher than girls, but the gap between junior high school students and metacognition, growth environment, prior knowledge, and teaching on the whole. The "teaching" dimension has the highest relevance, The second is the "prior knowledge", The "growth environment" is the lowest; Metacognition, prior knowledge, growth environment, and teaching have a positive impact on physics reasoning ability, Teaching has a direct effect on the physics reasoning ability, It can also act on physics reasoning ability by influencing prior knowledge, growing environment, and metacognition, The situational teaching mode is helpful to the cultivation of students' physics reasoning ability; On the whole, the abstract situation teaching can promote the development of the physics reasoning ability of junior high school students more than the real situation, But individually, Abstract situational teaching and the selection of real situational teaching methods, Individual characteristics of students need to be considered.