基于核心素养的高中物理概念课教学质量评价量表——新量表开发研究报告

Teaching Quality Evaluation Scale for High School Physics Concept Courses Based on Core Competencies —A Research Report on the Development of a New Scale

摘要: 本研究针对当前高中物理概念课教学评价存在的终结性评价主导、针对性不足、指标操作性弱等问题，依据《普通高中物理课程标准(2017年版2020年修订)》要求，以物理核心素养培育为导向，开发高中物理概念课教学质量评价量表。研究采用文献分析、德尔菲法、层次分析法、实证检验等混合研究方法，构建了包含物理观念、科学思维、科学探究、科学态度与责任4个一级维度，12个二级维度、24个三级指标的量表框架，分层确定各维度与指标权重并完成信效度检验。该量表创新点在于将核心素养维度与概念课“情境感知–概念建构–应用迁移”教学逻辑深度融合，指标配有具体行为描述，操作性强；同时通过分层加权计分消除了计分系统的数字矛盾，信效度符合心理测量学标准。本量表可为一线教师教学反思、教研部门质量监测提供科学工具，助力物理概念课教学从知识传授向素养培育转型。

Abstract: This study addresses the prevalent issues in the teaching evaluation of high school physics concept lessons, such as the dominance of summative evaluation, insufficient pertinence, and weak operability of indicators. In accordance with the requirements of the Curriculum Standards for General High School Physics (2017 Edition, Revised 2020) and guided by the cultivation of physics core competencies, it develops a teaching quality evaluation scale for high school physics concept lessons. Adopting a mixed research methodology including literature analysis, the Delphi method, the analytic hierarchy process, and empirical testing, the study constructs a scale framework consisting of 4 first-level dimensions, 12 second-level dimensions, and 24 third-level indicators. The four first-level dimensions are physics concepts, scientific thinking, scientific inquiry, and scientific attitude and responsibility. The study also determines the weight of each dimension at all levels and completes the reliability and validity tests of the scale. The innovation of this scale lies in the deep integration of the core competency dimensions with the teaching logic of “situation perception, concept construction, application and transfer” in concept lessons. Each indicator is accompanied by specific behavioral descriptions, rendering the scale highly operable. At the same time, the numerical contradictions in the scoring system were eliminated through hierarchical weighted scoring, and the reliability and validity met the psychometric standards. It can serve as a scientific tool for frontline teachers to conduct teaching reflections and for teaching and research departments to carry out quality monitoring, facilitating the transformation of physics concept lesson teaching from knowledge imparting to competency cultivation.