基于TFU模式的楞次定律教学设计研究

Research on the Teaching Design of Lenz Law Based on TFU Mode

摘要: 针对传统楞次定律教学中存在的重结论识记、轻过程建构等问题，结合高中物理核心素养培育要求，以TFU教学模式为框架，围绕人教版高中物理“楞次定律”开展系统化教学设计研究。针对传统灵敏电流计指针偏转过快、仅能定性判断方向的观测局限，设计了“灵敏电压表配合手机慢动作摄像”的实验方案，可同步记录灵敏电压表指针的偏转方向和偏转幅度变化过程。依据TFU模式，研究确立了知识理解、科学探究与迁移应用三层次理解性目标，设计了阶梯递进的理解性任务，并将持续性评价嵌入了教学全流程。该教学设计旨在帮助学生澄清对“阻碍”概念的认知偏差，强化科学证据意识与逻辑推理能力，推动学生认知从机械记忆向深度理解发展，为核心素养导向的高中物理规律课教学提供可参考的设计路径。

Abstract: As a result of the problems in traditional teaching of Lenz Law, such as emphasizing conclusions while ignoring construction of processes, and demands for core literacy in high school physics, systematic teaching design research is conducted around the “Lenz Law” of the People’s Education Edition of high school physics with TFU model. In view of the observation limitations of the traditional sensitive galvanometer pointer deflecting too fast and only being able to determine the direction qualitatively, an experimental plan of “sensitive voltmeter combined with mobile phone slow-motion camera” was designed to simultaneously record the deflection direction and deflection amplitude changes of the sensitive voltmeter pointer. Based on TFU model, three-dimensional understanding goals for knowledge comprehension, scientific inquiry and transfer application were established, stepwise and progressive understanding tasks were designed and continuous evaluation was embedded into teaching process. This teaching design helps students to clarify their cognitive biases about “obstruction”, improve knowledge of scientific evidence and reasoning ability, and develop students’ cognition from mechanical memory to deep understanding, and provide a referenceable design path for teaching high school physics law courses oriented towards core literacy.