基于“教–学–评一致性”的高中物理教学设计研究——以“重力势能”新授课为例  

Research on Teaching Design of High School Physics Based on “Teaching-Learning-Evaluation Consistency”—Taking the New Teaching of “Gravity Potential Energy” as an Example

作　　者：杨小雅 董鸿飞 孟洁 梁帅 

机构地区：[1]赤峰学院物理与智能制造工程学院,内蒙古 赤峰

出　　处：《教育进展》2024年第7期728-736,共9页Advances in Education

摘　　要：新课程标准要求要在课程实施过程中实现“教–学–评一致性”。在高中物理教学设计中落实“教–学–评一致性”原则,有利于教学目标更加明确,便于教师更好地把握课堂教学的节奏,提高物理课堂的教学效果。本文总结了在教学设计过程中实现“教–学–评一致性”的三个基础:清晰可测的目标、表现性学习的评价和启发性的学习活动,并基于此阐述了在高中物理教学设计中“教–学–评一致性”的实践路径,有助于教师更好地落实物理课程标准的要求,促进课堂教学效果的提升。The new curriculum standards require the implementation of “teaching-learning-evaluation consistency” in the process of curriculum implementation. Implementing the principle of “teaching-learning-evaluation consistency” in high school physics teaching design is conducive to clearer teaching objectives, better grasp the pace of classroom teaching, and improve the teaching effectiveness of physics classrooms. This article summarizes the three foundations of achieving “teaching-learning-evaluation consistency” in the teaching design process: clear and measurable goals, performative learning evaluation, and inspiring learning activities. Based on this, it elaborates on the practical path of “teaching-learning-evaluation consistency” in high school physics teaching design, which helps teachers better implement the requirements of physics curriculum standards and promote the improvement of classroom teaching effectiveness.

关 键 词：教–学–评一致性 教学设计研究 学科核心素养 实践路径 

分 类 号：G63[文化科学—教育学]