中学物理核心素养课堂中“教学评”一致性提升策略研究——以高中物理“涡流，电磁阻尼和电磁驱动”为例

Research on the Consistency Improvement Strategy of “Teaching Evaluation” in the Middle School Physics Core Literacy Classroom—Taking High School Physics “Eddy Currents, Electromagnetic Damping and Electromagnetic Actuation” as an Example

摘要: 高中物理作为培育学生科学素养的核心学科，其电磁学板块知识具有显著的抽象性、实践性与应用性特征，对学生的逻辑思维、实验探究及问题解决能力提出了较高要求。在核心素养导向的新课标实施背景下，“教学评”一致性已成为深化课堂教学改革的关键切入点。“教学评”一致性强调教学目标、教学活动、教学评价三者的协调统一，共同服务于学生学科核心素养的培养，打破了传统教学中教学与评价相互割裂的壁垒。本文以高中物理“涡流，电磁阻尼和电磁驱动”为具体研究载体，立足《普通高中物理课程标准(2017年版2020年修订)》要求，结合教学实践痛点，从教学目标确立、教学活动设计、评价任务实施三个核心维度，系统探索核心素养课堂中“教学评”一致性的提升路径与实践策略，补充课前准备与课后延伸的完整设计，强化评价对教学的反馈与改进功能，为高中物理一线教学提供可操作、可迁移的参考方案。

Abstract: As the core discipline of cultivating students’ scientific literacy, high school physics has significant abstraction, practicality and application characteristics, which puts forward high requirements for students’ logical thinking, experimental inquiry and problem-solving ability. In the context of the implementation of the new curriculum standards oriented by core literacy, the consistency of “teaching evaluation” has become a key entry point for deepening the reform of classroom teaching. The consistency of “teaching evaluation” emphasizes the coordination and unity of teaching objectives, teaching activities, and teaching evaluation, which jointly serves the cultivation of students’ core literacy in the subject and breaks the barriers between teaching and evaluation in traditional teaching. Based on the requirements of the “General High School Physics Curriculum Standards (2017 Edition 2020 Revision)”, combined with the pain points of teaching practice, from the three core dimensions of teaching goal establishment, teaching activity design, and evaluation task implementation, this paper systematically explores the improvement path and practical strategy of the consistency of “teaching evaluation” in the core literacy classroom, supplements the complete design of pre-class preparation and after-class extension, and strengthens the feedback and improvement function of evaluation on teaching. It provides an operable and transferable reference scheme for the front-line teaching of high school physics.