初高中物理衔接课程中有效互动的观察研究

Observation and Research on Effective Interaction in Junior and Senior High School Physics Cohesion Course

摘要: 在初高中物理衔接课程广泛开展的背景下，本研究聚焦课堂有效互动行为，基于互动分析系统，对师生语言行为、技术应用及沉寂状态进行量化分析。以某中学暑期物理大讲堂中《恒定电流》主题课堂为观察对象，通过编码与统计分析，揭示课堂互动特征与教学效果。结果显示该课程中学生参与度显著高于常规高中物理课程；教师提问以开放式问题和追问为主，注重思维引导与概念建构；课堂节奏较快，有效沉寂占比较低，实验操作较少，突出思维过渡而非技能训练。研究发现，该衔接课程通过高质量问题链促进学生深度参与和模型建构，但对中等思维水平学生支持不足。在研究中，对后续的衔接课程设计给出建议，为初高中物理衔接课程的教学优化提供了实证依据与策略启示。

Abstract: Under the background of the extensive development of physics cohesion courses in junior and senior high schools, this study focuses on the effective interactive behavior in the classroom. Based on the interactive analysis system, the language behavior, technology application and silence state of teachers and students are quantitatively analyzed. Taking the “constant current” theme classroom in the summer physics lecture hall of a middle school as the observation object, through coding and statistical analysis, the characteristics of classroom interaction and teaching effect are revealed. The results show that the students’ participation in this course is significantly higher than that in the conventional high school physics course; teachers’ questions are mainly open questions and follow-up questions, focusing on thinking guidance and conceptual construction; the classroom rhythm is fast, the effective silence is relatively low, the experimental operation is less, and the thinking transition is highlighted rather than the skill training. The study found that the bridging course promoted students’ deep participation and model construction through high-quality problem chains, but it did not provide sufficient support for students with medium thinking levels. In the research, suggestions are given for the follow-up design of the convergence course, which provides empirical basis and strategic enlightenment for the teaching optimization of the physics convergence course in junior and senior high schools.