热学课程的PBL教学模式探索——以热力学定律与分子动理论为例

Exploration of PBL Teaching Model in Thermal Physics Courses—Taking Thermodynamic Laws and Molecular Kinetic Theory as Examples

摘要: 基于热学课程的教学目标与内容特点，针对学生概念理解浅层化、知识体系碎片化、宏观与微观联系薄弱等问题，本文提出一个由问题驱动、合作探究、开放讨论和递进式问题设计四个核心要素构成的PBL在热学教学中的实施模型。该模型以热力学定律与分子动理论为核心内容，旨在通过结构化的问题链和系统化的课堂组织，帮助学生建立宏观热力学规律与微观统计解释之间的逻辑桥梁。实践表明，该PBL模型能够有效激发学生的学习动机，促进热学概念的深度理解，并在批判性思维、建模能力和论证能力等科学思维维度上培养学生的综合素养。

Abstract: Based on the teaching objectives and content characteristics of thermal physics courses, and in response to common student difficulties such as superficial conceptual understanding, fragmented knowledge structures, and weak connections between macroscopic and microscopic perspectives, this paper proposes an implementation model of PBL in thermal physics teaching. The model consists of four core components: problem-driven learning, collaborative inquiry, open discussion, and scaffolded question design. Focusing on the laws of thermodynamics and the kinetic theory of gases, the model aims to help students establish a logical bridge between macroscopic thermodynamic principles and microscopic statistical interpretations through structured problem chains and systematic classroom organization. Practical application shows that this PBL model effectively enhances students’ learning motivation, promotes deep understanding of thermal concepts, and cultivates students’ comprehensive competencies in scientific thinking dimensions such as critical thinking, modeling, and argumentation skills.