HPS模式驱动核心素养融入物理实验教学的实践探究——以人教版八年级下册“牛顿第一定律”为例

A Practical Exploration of Integrating Core Competencies into Physics Experimental Teaching Driven by the HPS Framework—Taking the “Newton’s First Law” Unit in the Eighth-Grade Second-Semester Physics Textbook (People’s Education Press Edition) as an Example

摘要: 本文基于HPS (科学史、科学哲学与科学社会学)教育理念，探讨在初中物理实验教学中落实核心素养的实践路径。通过分析“立德树人”根本任务与科学本质认知的融合价值，以人教版八年级下册“牛顿第一定律”为例，构建“科学史导入–实验探究–批判反思–生活应用”四阶教学模式，引导学生经历科学概念的建构过程、实验验证与思维迁移，促进物理观念、科学思维、探究能力与科学态度的协同发展，为深化物理学科的育人功能提供可借鉴的实践案例。

Abstract: This paper, grounded in the HPS (History, Philosophy, and Sociology of Science) educational framework, explores practical pathways for implementing core competencies in junior high school physics experiment teaching. By analyzing the integrative value between the fundamental task of “fostering virtue through education” and the understanding of the nature of science, this study takes the “Newton’s First Law” unit in the eighth-grade second-semester physics textbook (People’s Education Press Edition) as a case to construct a four-stage teaching model: “introduction through history of science-experimental inquiry-critical reflection-real life application”. This model guides students to experience the construction of scientific concepts, experimental verification, and cognitive transfer, thereby promoting the coordinated development of physical concepts, scientific thinking, inquiry abilities, and scientific attitudes. The study provides a practical and referential case for further enhancing the educational function of physics as a discipline.