跨学科视角下物理学史融入课堂教学的实践探索

Practical Exploration of Integrating the History of Physics into Classroom Teaching from an Interdisciplinary Perspective

摘要: 在当前强调核心素养以及跨学科融合的教育改革背景中，物理学教学普遍存在知识传授和历史人文背景相割裂、学科壁垒分明的问题，导致学生难以形成对科学本质的整体性理解以及跨学科思维。本研究基于“跨学科视角下物理学史融入课堂教学的实践探索”视角，开展探讨如何进行跨学科的物理学史资源整合并融入常规教学的工作，从而提高教学效果以及学生的综合素养。研究运用将理论梳理与教学实践案例相结合的方法，来构建跨学科视角的物理学史内容筛选以及教学设计框架，并且在中学物理课堂开展初步实践。研究发现，以科学史实为线索，融合哲学、数学、技术以及社会文化等多维度背景来开展教学设计，能够有效地激发学生的学习兴趣，促进他们深入理解物理概念的演化过程以及科学方法，同时还能够对学生批判性思维以及跨学科联系能力的培养起到帮助作用。实践显示，这种融入方式能够弥补自然科学与人文社科之间的鸿沟，从而让物理知识的学习更具备情境性与整体性。本研究给一线教师提供了可进行操作的教学策略以及案例参考，对于推动学科融合教学改革、落实学生核心素养培养具有积极的实践意义，同时也为探索科学教育跨学科模式提供了有益的思路。

Abstract: Against the background of current educational reform that emphasizes core competencies and interdisciplinary integration, physics teaching generally suffers from the separation of knowledge impartation from historical and humanistic backgrounds, as well as distinct disciplinary barriers. As a result, it is difficult for students to form a holistic understanding of the nature of science and develop interdisciplinary thinking. Based on the perspective of “Practical Exploration of Integrating the History of Physics into Classroom Teaching from an Interdisciplinary Perspective”, this study explores how to integrate interdisciplinary resources of the history of physics and incorporate them into regular teaching, so as to improve teaching effectiveness and students’ comprehensive literacy. By combining theoretical sorting with teaching practice cases, the study constructs a framework for content screening and instructional design of the history of physics from an interdisciplinary perspective, and conducts preliminary practice in middle school physics classrooms. It is found that designing teaching with scientific historical facts as the clue and integrating multi-dimensional backgrounds such as philosophy, mathematics, technology, and social culture can effectively stimulate students’ interest in learning, promote their in-depth understanding of the evolution of physical concepts and scientific methods, and help cultivate students’ critical thinking and interdisciplinary connection abilities. Practice shows that this integration method can bridge the gap between natural sciences and humanities and social sciences, making the learning of physics knowledge more contextual and holistic. This study provides operational teaching strategies and case references for front-line teachers, has positive practical significance for promoting the teaching reform of disciplinary integration and implementing the cultivation of students’ core competencies, and also offers useful insights for exploring interdisciplinary models of science education.