促进高中生核心素养发展是新一轮基础教育教育教学改革的核心任务。如何促进高中生的物理学科核心素养发展是物理教育研究者和一线物理教师的新挑战。“物理摄影”能够通过相机的拍摄记录自然界、人们的生产生活、物理实验中物理现象。“物理摄影”不仅能够突显学生的主体地位，更能通过精心设计作品主题、规划和实施拍摄任务、展开科学合理的作品解读与赏析，来培养高中生的物理学科核心素养。本文围绕着“物理摄影”高中校本课及其对高中生物理学科核心素养的培养展开研究。本文的主要包括以下研究。

       第一部分由提出研究问题、文献综述和研究设计组成。依据我国基础教育正在进行的围绕着核心素养的要求，如何培养高中生物理学科核心素养是高中物理教学面临的重要任务，高中的校本课程多以培养学生兴趣为主，对促进核心素养发展关注不多，为此提出了本文的研究问题如下：（1）如何进行“物理摄影”校本课的设计和开发，以促进高中生的物理学科核心素养发展？（2）将“物理摄影”校本课进行教学实践的效果如何？ 针对研究问题，对相关的文献进行分析和梳理，综述物理摄影和校本课程的研究现状。在研究设计中，界定本研究的概念，确定了研究方法，研究内容，设计了研究流程。

       第二部分对开设“物理摄影”校本课程的必要性和可行性进行分析探讨。从实践学校开设的、与物理学科相关的校本课程现状与《普通高中物理课程标准》对物理学科核心素养的要求两个方面探讨了其必要性。从教师和学生两个方面进行了开设“物理摄影”校本课程的可行性的分析，教师的访谈和学生的问卷调查都得到了支持开设的结果。

       第三部分是对“物理摄影”校本课的设计与开发研究。在已有的对物理摄影的相关研究基础上，依据课程理论展开物理摄影校本课的设计与开发，确定了课程目标：（1）通过合理阐释物理原理形成物理观念。（2）通过分析物理现象的提升科学思维。（3）通过物理摄影过程发展科学探究能力。（4）通过体验物理摄影完整过程培养学生实事求是的科学态度和责任。明确了课程内容五个模块：物理摄影的介绍、优秀作品欣赏、“物理摄影”创作指导、“物理摄影”实践、学生作品评析与改进。确定了教学实施策略：基于高一学生认知水平选题授课、创建满足师生有效交互与碰撞思维教学环境、 摄影及信息技术服务于学生的物理学习、组建学习小组合作学习提高学生交流协同能力。确定了教学评价方法：制定作品评价量表对实验组和对照组学生作品进行对比评价、学业成绩分析评价。

       第四部分是“物理摄影”校本课的教学实践研究。依据设计与开发的“物理摄影”校本课，以某所高中的高一学生作为教学实践对象，展开教学对比实验。教学实践效果显示：（1）实验班物理学科核心素养的测评结果总体上高于对照班，特别是科学思维与科学探究两个方面具有统计意义上的显著提高。（2）实验班在学业成绩提升上高于对照班。

       第五部分是研究结论。在这个部分不仅总结概述了本研究结论，也进行了研究反思，并对进一步研究进行了展望。

      Promoting the development of high school students' core literacy is the core task of the new round of basic education and teaching reform. How to promote the development of physics core literacy among high school students is a new challenge for physics education researchers and frontline physics teachers. Physical photography "can record physical phenomena in nature, people's production and life, and physical experiments through camera photography. Physical photography not only highlights students' subjectivity, but also cultivates the core literacy of high school students in the field of physics by carefully designing work themes, planning and implementing shooting tasks, and conducting scientific and reasonable interpretation and appreciation of works. This article focuses on the "Physical Photography" high school curriculum and its cultivation of core competencies in physics for high school students. The main content of this article includes the following research.

     The first part consists of raising research questions, literature review, and research design. According to the requirements of core literacy in China's ongoing basic education, how to cultivate the core literacy of high school students in the physics subject is an important task faced by high school physics teaching. High school school-based courses mainly focus on cultivating students' interests, and do not pay much attention to promoting the development of core literacy. Therefore, this article proposes the following research questions: (1) How to design and develop the "physics photography" school-based course, To promote the development of physics core literacy among high school students? （2） How effective is the teaching practice of "Physical Photography" school-based course? Analyze and organize relevant literature to address research issues, and summarize the current research status of physical photography and school-based courses. In the research design, the concept of this study was defined, the research methods and content were determined, and the research process was designed.

     The second part analyzes and explores the necessity and feasibility of offering a school-based course on "Physical Photography". The necessity of school-based courses related to physics offered by practical schools and the requirements of the "High School Physics Curriculum Standards" for core competencies in physics was explored from two aspects. An analysis was conducted on the feasibility of offering a school-based course on "Physical Photography" from both the perspectives of teachers and students. The results of interviews with teachers and surveys with students were supported.

      The third part is the design and development research of the school-based course "Physical Photography". On the basis of existing research on physical photography, the design and development of physical photography school-based courses are carried out based on course theory, and the course objectives are determined: (1) to reasonably explain the physical concepts of physical principles. (2) Cultivate scientific thinking in analyzing physical phenomena. (3) Develop scientific inquiry skills through the process of physical photography. (4) Cultivate students' scientific attitude and responsibility of seeking truth from facts through the complete process of physical photography. The course content has been clarified into five modules: introduction to physical photography, appreciation of excellent works, guidance on "physical photography" creation, "physical photography" practice, and student work evaluation and improvement. The teaching implementation strategies were determined: teaching topics based on the cognitive level of senior one students, creating a teaching environment that meets the requirements of effective interaction and collision thinking between teachers and students, photography and information technology serving students' physical learning, and establishing a learning group for cooperative learning to improve students' communication and collaboration ability. The teaching evaluation method has been determined: a work evaluation scale has been developed to compare and evaluate the works of the experimental group and the control group students, as well as analyze and evaluate their academic performance.

      The fourth part is the teaching practice research of the school-based course "Physical Photography". Based on the design and development of the "Physical Photography" school-based course, a teaching comparative experiment was conducted with a high school freshman as the teaching practice object. The teaching practice results show that: (1) The evaluation results of the core literacy of physics subjects in the experimental class are generally higher than those in the control class, especially in terms of scientific thinking and scientific exploration, which have statistically significant improvements. (2) The experimental class showed higher academic performance improvement than the control class.

     The fifth part is the research conclusion. In this section, not only is the conclusion of this study summarized and summarized, but also research reflections are conducted and prospects for further research are provided.