物理学史融入高中物理教学的育人路径探析——以自由落体运动为例

An Exploration of Educational Approaches for Integrating the History of Physics into High School Physics Instruction—Taking Free Fall as an Example

摘要: 物理学史承载物理知识的演化历程与科学方法，是培育学生物理核心素养的重要资源。当前研究多停留在价值论证层面，缺乏具体案例对接核心素养四个维度的系统分析与实证检验。本文以伽利略对自由落体运动研究为切入点，首先剖析其探究过程在物理观念、科学思维、科学探究、科学态度与责任四个维度的核心素养；进而设计基于重演思维过程的教学干预方案，通过准实验验证其有效性。结果显示，实验组学生总分显著高于对照组，高分段占比从0%跃升至50%，但实验组内部50%学生仍停滞于循环论证，提示教学效果受先备知识水平调节。这表明物理学史教学的有效性取决于思维过程重演而非历史故事复述，且需针对不同起点学生提供差异化支持。

Abstract: The history of physics, which chronicles the evolution of physical knowledge and scientific methods, serves as a vital resource for cultivating students’ core physics literacy. Current research largely remains at the level of theoretical justification, lacking systematic analysis and empirical testing that link specific case studies to the four dimensions of core literacy. Taking Galileo’s research on free-fall motion as a starting point, this paper first analyzes how his investigative process aligns with the four dimensions of core physics literacy: physical concepts, scientific thinking, scientific inquiry, and scientific attitudes and responsibility. It then designs a teaching intervention based on reenacting the thought process and validates its effectiveness through a quasi-experimental study. The results show that the experimental group’s total scores were significantly higher than those of the control group, with the proportion of students in the high-scoring bracket jumping from 0% to 50%. However, 50% of students in the experimental group remained stuck at the stage of circular reasoning, suggesting that teaching effectiveness is moderated by prior knowledge levels. This indicates that the effectiveness of teaching the history of physics depends on the reenactment of thought processes rather than the retelling of historical narratives, and requires differentiated support tailored to students with varying prior knowledge.