【作者】 赵波；

【导师】 王晶莹；

【作者基本信息】 首都师范大学， 学科教学（物理）， 2020， 硕士

【摘要】 学生能力的培养、测量与评价,已经成为包括我国在内的世界各国与地区基础教育课程改革与评价的核心目标和核心内容之一。培养什么样的能力?如何进行测量与评价?对于这个问题的回答,无论是国际上还是国内,都集中在对核心素养的研究。郭玉英教授指出:“物理学科能力是物理核心素养的重要组成部分”。那么,高中物理学科能力内涵是什么?发展和研究现状如何?新课标物理高考试题如何考查学生的物理学科能力?本文对此展开了具体研究。 整个研究由文本分析和实证分析两部分组成。 第一部分:高中物理学科能力内涵及发展和研究现状理论研究。 研究的第一章绪论和第二章物理学科能力测评的理论基础,通过采用文本分析法、内容比较研究法、词频统计分析法等研究方法,对与物理学科能力相关的国内外纲领性文件、国际知名能力测评项目和能力评价模型、国内物理学科能力理论和评价指标体系相关研究资料等研究材料进行了文献梳理。 第二部分:新课标Ⅲ卷物理高考试题必考试题部分对物理学科能力测查情况和试题的SOLO能力层次水平要求分布情况和特点的实证研究。 研究的第三章物理高考试题学科能力测查的研究方法和第四章物理高考试题学科能力测查的研究结果,通过构建非实验试题和实验题的SOLO能力层次评价指标体系,对2018年和2019年（核心素养正式颁布后）全国新课标Ⅲ卷物理高考试题必考试题部分以及2016年和2017年（核心素养正式颁布前）全国新课标Ⅲ卷物理高考试题必考试题部分四套试题进行了物理学科能力测查情况和试题的SOLO能力层次水平要求分布情况和特点的分析研究。 研究结果表明: （1）学科能力的培养和评价都是现阶段国外和国内基础教育领域研究的热点课题。目前我国高中物理教学领域两份最权威纲领性课程文件:《普通高中物理课程标准》和《物理高考大纲》对高中物理学科能力的培养和评价均作出了明确要求,但对物理学科能力的内涵均没有明确定义,也无国家层面的物理学科能力评价指标体系和评价标准。关于物理学科能力的内涵,国内代表性的观点有林崇德、黄小红、欧阳映、唐彬、郭玉英等学者的观点。国内关于物理学科能力评价指标体系和评价标准的构建、测评等,代表项目主要是张宇、王晶莹、王焕霞和郭玉英团队的研究成果。 （2）全国新课标Ⅲ卷物理高考试题必考试题部分对物理学科能力的测查情况 在核心素养正式颁布之前的2016年、2017年和核心素养正式颁布之后2018年、2019年,全国Ⅲ卷物理高考试题必考试题部分对2019年颁布的新课标版《高考物理考试大纲》中规定的五种物理学科能力均有考查,分析综合能力始终居于四套试卷的第一位,应用数学处理物理问题的能力始终居于四套试卷的第二位,这一现象体现了高考物理命题“能力立意”的现状和趋势。由于试卷题型、结构设计的限制,实验能力的考查分值和所占比例均保持不变,一直保持有15分的分值,占物理必考总分值（95分）的15.79%。 （3）全国新课标Ⅲ卷物理高考试题必考试题部分对SOLO能力层次水平要求的测查情况 在核心素养正式颁布之前的2016年、2017年和核心素养正式颁布之后2018年、2019年,全国Ⅲ卷物理高考试题必考试题对SOLO能力层次四个能力层级均有考查,并且各SOLO能力层次按所占分值比例由高到低排列顺序基本保持不变,具体为:第一位,关联结构水平（R水平）;第二位,多点结构水平（M水平）;第三位,抽象拓展结构水平（E水平）;第四位,单点结构水平（U水平）。根据排序可以看出,思维能力层次水平较高的R水平和思维能力层次水平最高的E水平分列第一位和第三位,这一现象表明高考物理试题对学生的思维能力层次水平要求高,重视考查学生的高级别能力,这一特点符合高考物理试题的选拔功能。 核心素养正式颁布之后2018年、2019年的试题R水平考查分值所占百分比虽然继续保持第一位,但是所占比例较核心素养正式颁布之前明显降低,M水平和U水平考查分值所占百分比较核心素养正式颁布之前明显升高,E水平2018年有所下降2019年又基本恢复到和核心素养正式颁布之前的2016年、2017年基本一致。这一变化趋势反映出,核心素养正式颁布后的试题在注重“能力考查为主”的背景下逐渐开始回归教材,重视基础和主干知识。 （4）全国新课标Ⅲ卷物理高考试题必考试题部分对各知识模块的SOLO能力层次水平分布的测查情况 从知识板块角度来看,全国新课标Ⅲ卷物理高考试题必考试题部分内容涉及力学、电磁学和原子物理三个模块。从所占分值看,这三个知识板块中,力学知识板块和电磁学知识板块所占分值高,并且力学知识板块和电磁学知识板块每年必考内容。原子物理知识板块所占分值较少,一般只占6分,从题型上看只出一道选择题的题量和分值,且原子物理知识板块不是每年都考。 从SOLO能力层次水平分布情况看,无论是力学知识板块还是电磁学知识板块,对四种SOLO能力层次水平基本都有考查,并且所占分值最多的都是考查关联结构水平（R水平）的试题,所占分值最少的都是考查单点结构水平（U水平）的试题。抽象拓展结构水平（E水平）的试题一般是压轴题,四套试卷中,每年力学知识板块和电磁学知识板块都有抽象拓展结构水平（E水平）的试题,一般而言,如果力学知识板块是选择题的压轴题,那么电磁学知识板块就是计算题的压轴题,反之相反。也就是说,力学知识板块和电磁学知识板块的试题以中高难度的题为主,以容易题为辅。原子物理知识板块的试题一般考查多点结构水平（M水平）的试题或关联结构水平（R₁水平）的试题,即原子物理知识板块的试题以中等偏容易的题为主。物理核心素养正式颁布之前,对各板块知识考查的SOLO能力层级要求较高,特别是2016年,没有最低SOLO能力层级U水平的试题;物理核心素养正式颁布之后,对各板块知识考查的SOLO能力层级有略微下降的趋势,R水平的试题;分值略有下降,M水平和U水平试题的分值略有升高。 针对研究发现的问题,提出了具体的改进和完善建议。 （1）针对目前我国高中物理教学领域最权威的两份纲领性文件《普通高中物理课程标准》和《物理高考考试大纲》均对高中物理学科能力的培养和评价作出了要求,但均没有对物理学科能力的内涵给出明确定义,均没有国家层面的物理学科能力评价指标体系和评价标准的现状,建议补充和建立完整的物理学科能力国家标准,包括明确物理学科能力的内涵,构建物理学科能力评价指标体系和评价标准等。 （2）针对实证研究过程中发现的两个问题:（1）由于我国物理学科纲领性文件对各物理学科能力的划分依据是以文字叙述形式的定性描述,研究时容易受人为主观因素的影响;（2）物理学科能力划分的分类目标不够明确、存在一定的模糊性的问题。建议参照和借鉴SOLO能力层次划分标准,建立可量化的、相对客观的物理学科能力划分指标体系和物理学科能力层次水平指标体系。 （3）根据新课标物理高考试题对物理学科能力的测查情况,对高中物理教学、物理高考复习备考、选拔考试和水平考试物理命题提出了一些建议,希望本研究的成果可以为高中物理教育教学带来启示。更多还原

【Abstract】 The cultivation,measurement and evaluation of students' ability has become one of the core objectives and contents of basic education curriculum reform and evaluation in all countries and regions,including China.What kind of ability should we cultivate? How to measure and evaluate?The answer to this question,both at home and abroad,focuses on the study of core literacy.Professor Guo Yuying pointed out that "the ability of physics subject is an important part of the core quality of physics".So,what is the connotation of high school physics ability? What is the development and research status? How to test the students' ability of physics subject in the new physics college entrance examination? In this paper,a specific study is carried out. The whole study consists of two parts: text analysis and empirical analysis. The first part: theoretical research on the connotation,development and research status of physics subject ability in senior high school. The first chapter is the introduction and the second chapter is the theoretical basis of the physical subject capability evaluation.By using the methods of text analysis,content comparative research,word frequency statistical analysis and other research methods,the paper studies the programmatic documents related to the physical subject capability at home and abroad,the internationally renowned capability evaluation projects and capability evaluation models,the domestic physical subject capability theory and evaluation index system Materials and other research materials were reviewed. The second part: the empirical research on the distribution and characteristics of the physical subject ability test and the solo ability level of the test questions. The third chapter is about the research methods of the physical college entrance examination and the fourth chapter is about the research results of the physical college entrance examination.Through the construction of the solo ability evaluation index system of non experimental and experimental questions,the part of the compulsory physical college entrance examination questions in the third volume of the national new curriculum standard in 2018 and2019(after the official promulgation of the core literacy)and 2016 and 2017 is analyzed(before the formal promulgation of the core literacy)four sets of questions in the compulsory part of physics college entrance examination in Volume III of the national new curriculum standard are analyzed and studied in terms of the physical subject ability test and the distribution and characteristics of the solo ability level requirements of the questions. The results show that: (1)At present,the cultivation and evaluation of subject ability is a hot topic in the field of basic education at home and abroad.At present,there are two most authoritative programmatic curriculum documents in the field of Physics Teaching in senior high school in China: the general senior high school physics curriculum standard and the physics college entrance examination outline,which have made clear requirements for the cultivation and evaluation of the ability of physics discipline in senior high school,but there is no clear definition of the connotation of the ability of physics discipline,nor the evaluation index system and evaluation standard of the ability of physics discipline at the national level.As for the connotation of the ability of physics,the representative views in China include those of Lin Chongde,Huang Xiaohong,Ou Yangying,Tang bin,Guo Yuying,and other scholars.In terms of the construction and evaluation of the evaluation index system and evaluation standard of the physical subject capability in China,the representative projects are mainly the research results of the teams of Zhang Yu,Wang Jingying,Wang Huanxia and Guo Yuying. (2)A survey of the ability of physics subject in the compulsory part of physics college entrance examination questions in Volume III of the national new curriculum standard Before the formal promulgation of core literacy in 2016,2017 and after the formal promulgation of core literacy in 2018 and 2019,the compulsory part of the national Volume III physics college entrance examination questions has been tested for the five physical subject abilities specified in the new curriculum standard version of the college entrance examination physics examination outline issued in 2019,and the comprehensive analysis ability always ranks first in the four sets of papers,applying mathematics to deal with physics The ability of question is always in the second place of the four sets of papers.This phenomenon reflects the current situation and trend of the physics proposition "ability conception" in college entrance examination.Due to the limitation of test paper type and structure design,the test scores and proportion of experimental ability remain unchanged,with a score of 15 points,accounting for15.79% of the total score of required physical examination(95 points). (3)A survey of the requirements of solo ability level in the compulsory part of physics college entrance examination questions in Volume III of the national new curriculum standard Before the formal promulgation of core literacy in 2016,2017 and after the formal promulgation of core literacy in 2018 and 2019,the national Volume III physical college entrance examination must test the four ability levels of solo ability level,and each solo ability level is basically unchanged from high to low according to the proportion of scores,specifically:first,the level of correlation structure(r level);Second,multi-point structure level(m level);third,abstract extended structure level(E level);fourth,single point structure level(U level).According to the ranking,the R level with higher level of thinking ability and the E level with the highest level of thinking ability rank first and third respectively.This phenomenon shows that the physical examination questions of college entrance examination have high requirements on the level of thinking ability of students and attach importance to the examination of students' high level ability,which is in line with the selection function of physical examination questions of college entrance examination. After the formal promulgation of core literacy,the percentage of r-level test scores in 2018 and 2019 remains the first place,but the percentage is significantly lower than that before the formal promulgation of core literacy.The percentage of M-level and U-level test scores is significantly higher than that before the formal promulgation of core literacy.The percentage of e-level test scores in 2018 has declined,and in 2019,they are basically restored to core element maintenance Before the promulgation,2016 and 2017 were basically the same.This change trend reflects that the test questions after the formal promulgation of core literacy gradually return to the teaching materials under the background of focusing on "ability examination first",and pay attention to basic and main knowledge. (4)A survey of the level distribution of solo ability of each knowledge module in the compulsory part of physics college entrance examination in Volume III of the national new curriculum standard From the point of view of knowledge section,part of the compulsory examination questions of physics in the third volume of the national new curriculum standard involves three modules:mechanics,electromagnetics and atomic physics.From the point of view of the scores,among the three knowledge plates,mechanical knowledge plate and electromagnetic knowledge plate have high scores,and mechanical knowledge plate and electromagnetic knowledge plate are required to be tested every year.The score of atomic physics knowledge plate is less,generally only 6 points.From the question type,only one multiple-choice question can be found,and the atomic physics knowledge plate is not tested every year. From the level distribution of solo capability,whether mechanical knowledge or electromagnetics knowledge,the four levels of solo capability are basically examined,and the test questions that account for the most points are related structure level(r level),and the test questions that account for the least points are single point structure level(U level).In the four sets of test papers,the mechanical knowledge plate and the electromagnetics knowledge plate have the test questions of the abstract extended structure level(E level).Generally speaking,if the mechanical knowledge plate is the last one of the multiple choice questions,then the electromagnetics knowledge plate is the last one of the calculation questions.That is to say,the test questions of mechanical knowledge plate and electromagnetic knowledge plate are mainly of medium and high difficulty,supplemented by easy questions.The test questions of the atomic physics knowledge board generally examine the test questions of the multi-point structure level(m level)or the related structure level(R1 level),that is,the test questions of the atomic physics knowledge board are mainly the middle easy ones.Prior to the formal promulgation of physical core literacy,there was a higher requirement for Solo ability level of knowledge examination in all sectors,especially in 2016,there was no test question with the lowest solo ability level of u;after the formal promulgation of physical core literacy,there was a slight downward trend for Solo ability level of knowledge examination in all sectors,and there was a slight downward trend for r-level test questions;the score slightly decreased,and the score slightly for M-level and U-level test questions There is an increase. In view of the problems found in the study,specific suggestions for improvement and improvement are put forward. (1)At present,the two most authoritative programmatic documents in the field of Physics Teaching in senior high school,the standard of physics curriculum in general senior high school and the outline of physics college entrance examination,have made requirements for the cultivation and evaluation of the ability of physics subject in senior high school,but they have not given a clear definition of the connotation of the ability of physics subject,nor have the evaluation index system and evaluation of the ability of physics subject at the national level It is suggested to supplement and establish a complete national standard of physical subject capability,including defining the connotation of physical subject capability,constructing evaluation index system and evaluation standard of physical subject capability. (2)In view of the two problems found in the process of empirical research:(1)because the description and division of the ability of each physical discipline in the programmatic documents of physical discipline in China is a qualitative narrative,the research is easy to be affected by human subjective factors;(2)the classification objectives of the ability division of physical discipline are not clear enough,and there are some problems of fuzziness.It is suggested to establish a quantifiable and relatively objective index system of physical subject capability classification and a level index system of physical subject capability. (3)According to the examination of physics subject ability in the new curriculum standard physics college entrance examination,some suggestions are put forward for Physics Teaching in senior high school,physics college entrance examination review and preparation,selection examination and level examination physics proposition,hoping that the results of this study can bring enlightenment for physics education and teaching in Senior high school.更多还原