基于学习进阶理论的高中物理实验教学——以“探究加速度与物体受力、物体质量的关系”为例

Experimental Teaching of High School Physics Based on Advanced Learning Theory—Taking “Exploring the Relationship between Acceleration, Object Force, and Object Mass” as an Example

摘要: 学习进阶理论日益成为教育研究的重要领域，能帮助教师发现学生进阶路径，帮助学生实现知识与素养的提升与进阶。而物理是一个以实验为基础的自然科学课程，实验既是帮助建立学生对物理学习兴趣的重要方法，又是物理学习的必要方法与手段。所以将学习进阶理论与物理实验教学结合，能更好地帮助学生实现知识的掌握与素养的提升。本文对以“探究加速度与物体受力、物体质量的关系”实验为例进行设计，在设计过程中结合北京师范大学郭玉英教授及其团队开发的科学教学设计模型，希望能通过该过程展现出学习进阶理论与物理实验教学结合的重要价值。并通过该设计过程为其他想要将学习进阶理论与物理实验教学结合的教师提供一份参考。

Abstract: Learning progression theory has increasingly emerged as a critical domain in educational research, enabling teachers to identify students’ developmental pathways and empowering students to advance both their knowledge and competencies. Physics, as a natural science grounded in experimental practices, relies on experiments not only as a vital method to foster students’ interest in physics but also as an indispensable approach to conceptual understanding and skill development. Integrating learning progression theory with physics experiment instruction can thus enhance students’ mastery of knowledge and cultivation of scientific literacy. This study designs an instructional framework centered on the experiment “Exploring the Relationship between Acceleration, Object Force, and Object Mass”, incorporating the scientific instructional design model developed by Professor Guo Yuying and her team at Beijing Normal University. Through this design, the study aims to demonstrate the significant value of merging learning progression theory with physics experiment pedagogy. Furthermore, the proposed framework seeks to provide a reference for educators interested in bridging learning progression theory with experiment-based physics teaching, offering actionable insights for optimizing instructional practices in science education.