基于课程理解范式的高中物理教师转型创新路径探索

Exploration of Innovative Paths for the Transformation of Senior High School Physics Teachers Based on the Curriculum Comprehension Paradigm

摘要: 核心素养导向的课程改革推动物理教学从“知识传授”向“素养培育”转型，高中物理教师作为改革核心载体，面临传统教学模式的路径依赖与系统性困境。基于12位高中物理教师的半结构化访谈及课堂观察，结合课程范式理论、后现代课程4R标准，本研究识别出“角色认同迷茫、能力结构断层、文化惯性桎梏”三大核心困境，其根源为课程开发范式的技术理性束缚、现象学“回到事物本身”的认知缺失及对教学“不确定性”的恐惧。据此构建“身份重塑–能力重构–支持系统”三维转型路径，研究表明，教师需从“技术执行者”转向“课程理解者”，依托“现象学之眼”与“后现代之思”提升教学创新能力，结合“教师作为研究者”的学习共同体建设，可助力素养培育落地。该研究为高中物理教师转型提供了兼具理论深度与实践价值的可借鉴框架，对推动教师个体转型具有参考意义。

Abstract: The curriculum reform oriented toward core competencies drives the transformation of physics teaching from “knowledge transmission” to “competency cultivation.” As the core agents of this reform, high school physics teachers face path dependence on traditional teaching models and systemic dilemmas. Based on semi-structured interviews and classroom observations of 12 high school physics teachers, and drawing on curriculum paradigm theory and the postmodern curriculum 4R standards, this study identifies three core dilemmas: “confusion in role identity,” “dislocation in ability structure,” and “constraints of cultural inertia.” The root causes lie in the technical rationality constraints of the curriculum development paradigm, the lack of phenomenological awareness of “returning to things themselves,” and the fear of pedagogical “uncertainty.” Accordingly, a three-dimensional transformation path of “identity reshaping, ability reconstruction, and support system” is constructed. The research indicates that teachers need to shift from being “technical executors” to “curriculum interpreters,” enhance teaching innovation capabilities through a “phenomenological lens” and “postmodern thinking,” and foster the construction of a “teachers as researchers” learning community to facilitate the implementation of competency cultivation. This study provides a theoretically profound and practically valuable reference framework for the transformation of high school physics teachers, offering insights into promoting individual teacher development.