物理新课教学中强化非智力因素的策略探索

Exploration of Strategies to Reinforce Non-Intellectual Factors in the Teaching of New Physics Lessons

摘要: 当前的新课教学存在的显著问题即为实验多被用于机械地激发学生短暂的即时兴趣，而不能将其长久地维持下去并向物理知识内容本身转化，既不能让学生产生对物理学习的内在动机，也没有充分发挥实验培养、提升学生思维的作用。因此，文章从理论层面探索强化非智力因素(兴趣、动机)对这类问题的改善。在明确相关概念涵义的前提下，梳理非智力因素在中学物理新课教学中的应用现状与现存问题，并以自我决定理论和兴趣发展理论为支撑，分析其与中学物理具有的适配性，再针对教师在实际应用非智力因素融入新课教学遇到的阻碍来提出具体的策略，以期帮助物理教师的新课教学应用非智力因素指明实践方向、提升学生的物理核心素养并深化对物理知识的理解。

Abstract: A prominent issue in the current teaching of new physics lessons is that experiments are often utilized mechanically to trigger students’ fleeting situational interest. This approach fails to sustain interest or transform it into engagement with the physics content itself. Consequently, it neither fosters intrinsic motivation for physics learning nor fully leverages the role of experiments in cultivating and elevating students’ thinking abilities. Therefore, this paper theoretically explores strategies to ameliorate these issues by reinforcing non-intellectual factors, specifically interest and motivation. Based on a clarification of relevant concepts, the study outlines the current status and existing problems regarding the application of non-intellectual factors in middle school physics instruction. Underpinned by Self-Determination Theory and Interest Development Theory, the analysis demonstrates the compatibility of these theories with physics education. Furthermore, specific strategies are proposed to address the obstacles teachers face when integrating these factors into practice. The ultimate goal is to provide practical guidance for physics teachers, enhance students’ core physics competencies, and deepen their understanding of physical knowledge.