ABSTRACT Scientific thinking is one of the core qualities of physics.Students actively participate in learning activities and personally experience and complete the activity process is the mechanism for the formation of students'qualities.Based on the needs of "double new"curriculum reform,this study studies how to design learning activities pointing to the development of scientific thinking literacy,and explores the impact of cooperative learing activities on students'physics performance at different levels Based on the new constructivism.learning activity theory and thinking classroom theory,we put forward the strategy of designing learning activities pointing to the development of scientific thinking literacy,Based on the theory of positive thi s paper outs forward the of de ep c ooperative eaming in hopsis tchin Weinthe teaching experiments to test the education and teaching effect of cooperative learning activities pointing to the development of scientific thinking literacy. The teachir g expe ment of this pro We chose two classes with 72 students who took the additional physics tes t for the grad examination,and conducted a one semester cooperative learning teaching.According to the physics scores in the large-scale examination,students are divided into four levels: A,B.C and D.according to the principle of heterogeneous grouping.learning groups thisstudyareused for teaching By analyzing the changes of students'test scores and the results of the questionnaire for cooperative learning.we find that, From the change of academic performance,the performance of level a students is 1 and Dstudents fluctuate pefomance of level Bstudent worse than the overallperfommance greatly.while the from the perspective of willingness to cooperate.students at levels c and d are more willing to cooperate.students at level B are more inclined to individual learning. and students at level a are especially reluctant to change seats for cooperative learning From the point of view of students'learning level,it is hoped that students can be grouped according to their own learning level,but it is also close to their own performance. In a semester or coopera ive learning.students at all levels s recogniz the of cooperative skills.Even if they have not fully done so,they will take this as the direction of their efforts. However,most students only regard cooperative learning as a means to improve 615 (C)1994-2022 China Academie Joumal Eleetronic Publishing House.All rights reserved.http://www.enki.net
6 / 53 ABSTRACT Scientific thinking is one of the core qualities of physics. Students actively participate in learning activities and personally experience and complete the activity process is the mechanism for the formation of students' qualities. Based on the needs of "double new" curriculum reform, this study studies how to design learning activities pointing to the development of scientific thinking literacy, and explores the impact of cooperative learning activities on students' physics performance at different levels. Based on the new constructivism, learning activity theory and thinking classroom theory, we put forward the strategy of designing learning activities pointing to the development of scientific thinking literacy; Based on the theory of positive interdependence, this paper puts forward the strategy of deep cooperative learning in senior high school physics classroom teaching. We also integrate the two to carry out teaching experiments to test the education and teaching effect of cooperative learning activities pointing to the development of scientific thinking literacy. The teaching experiment of this project was carried out in Shanghai n high school. We chose two classes with 72 students who took the additional physics test for the grade examination, and conducted a one semester cooperative learning teaching. According to the physics scores in the large-scale examination, students are divided into four levels: A, B, C and D. according to the principle of heterogeneous grouping, learning groups are formed, and the learning activities designed in this study are used for teaching. By analyzing the changes of students' test scores and the results of the questionnaire for cooperative learning, we find that, From the change of academic performance, the performance of level a students is relatively stable, the performance of level C and D students fluctuates greatly, while the performance of level B students is worse than the overall performance. From the perspective of willingness to cooperate, students at levels C and D are more willing to cooperate, students at level B are more inclined to individual learning, and students at level a are especially reluctant to change seats for cooperative learning. From the point of view of students' learning level, it is hoped that students can be grouped according to their own learning level, but it is also close to their own performance. In a semester of cooperative learning, students at all levels recognize the necessity of cooperative skills. Even if they have not fully done so, they will take this as the direction of their efforts. However, most students only regard cooperative learning as a means to improve
their academic performance.but do not find its positive contribution to improving their interpersonal skills. More than half of the students also think that it is unfair to evaluate the whole group according to the performance of a certain student,indicating that many students still regard cooperative learning as an optional learning means,and the degree of participation is not enough. Therefore,we also put forward four ideas for improvement:creating more attractive cooperative learning tasks,Strengthen the cultivation of cooperative skills and let more students deeply participate in cooperative learning:Improve the way of communication so that every student can get ed qual opportunities for performance Attract other teachers to choose cooperative ategies and improve the input- output ratio of cooperative learning in classroom teaching. Key words:scientific thinking,learning activities,cooperative learning 7153 C)1994-2022Chin eademie Joumal Electronie Publishing House.All rights reserved.htp://www.cnki.ne
7 / 53 their academic performance, but do not find its positive contribution to improving their interpersonal skills. More than half of the students also think that it is unfair to evaluate the whole group according to the performance of a certain student, indicating that many students still regard cooperative learning as an optional learning means, and the degree of participation is not enough. Therefore, we also put forward four ideas for improvement: creating more attractive cooperative learning tasks; Strengthen the cultivation of cooperative skills and let more students deeply participate in cooperative learning; Improve the way of communication so that every student can get equal opportunities for performance; Attract other teachers to choose cooperative learning strategies and improve the inputoutput ratio of cooperative learning in classroom teaching. Key words: scientific thinking, learning activities, cooperative learning
目录 1绪论 .10 1.1研究的背景 10 1.2研究的意义 11 1.2.1理论意义 1.2.2实践意义 1.3研究的内容与方法 12 2文献综述 13 2.1科学思维 13 2.1.1内涵要素 13 2.1.2培养路径 14 2.2合作学习 15 2.2.1概念的界定 .15 2.2.2国外研究现状 16 2.2.3国内研究现状 2.3活动理论 17 2.3.1用活动理论审视学习活动 17 2.3.2对学习活动设计的启示 3学习活动设计 19 3.1分析活动目标 19 3.1.1学习目标的类型 19 3.1.2学习目标的陈述 .20 3.2创设问题情境. 21 3.2.1真实的问题情境. 21 3.2.2学习任务中的问题情境创设：规则+现象=问题情境.21 3.2.3作业讲评中的问题情境创设 22 3.3搭建学习“支架” 23 3.3.1帮助问题解决的支架 23 3.3.2促成学习反思的支架 24 8153 (C)1994-2022 China Academie Joumal Eleetronic Publishing House.All rights reserved.http://www.enki.net
8 / 53 目录 1 绪论.10 1.1 研究的背景.10 1.2 研究的意义.11 1.2.1 理论意义.11 1.2.2 实践意义.11 1.3 研究的内容与方法.12 2 文献综述 .13 2.1 科学思维.13 2.1.1 内涵要素.13 2.1.2 培养路径.14 2.2 合作学习.15 2.2.1 概念的界定.15 2.2.2 国外研究现状 .16 2.2.3 国内研究现状 .16 2.3 活动理论.17 2.3.1 用活动理论审视学习活动.17 2.3.2 对学习活动设计的启示.18 3 学习活动设计.19 3.1 分析活动目标.19 3.1.1 学习目标的类型.19 3.1.2 学习目标的陈述.20 3.2 创设问题情境.21 3.2.1 真实的问题情境.21 3.2.2 学习任务中的问题情境创设：规则+现象=问题情境.21 3.2.3 作业讲评中的问题情境创设.22 3.3 搭建学习“支架”.23 3.3.1 帮助问题解决的支架 .23 3.3.2 促成学习反思的支架 .24
3.4设计活动评价 25 4合作学习设计 27 4.1开展合作学习的必要性 27 4.2适合开展合作学习的学习任务 28 4.3合作学习设计策略 29 4.3.1异质分组 29 4.3.2合作结构.30 4.3.3评价策略 .31 5教学实验 33 5.1实验目的 33 5.2实验对象 33 5.3实验步骤 3 5.4实验结果与反思 35 5.5.1不同水平层次学生的成绩变化 35 5.5.2不同水平层次学生对合作学习的认可程度 .37 6研究总结与教学建议 .42 参考文献 44 附绿1：指向“科学思维“素养发展的合作学习活动案例 46 附录2：合作学习评价（调查问卷) 51 后记 9/53 (C)1994-2022 China Academie Joumal Eleetronie Publishing House.All rights reserved.http://www.enki.ne
9 / 53 3.4 设计活动评价.25 4 合作学习设计.27 4.1 开展合作学习的必要性.27 4.2 适合开展合作学习的学习任务.28 4.3 合作学习设计策略.29 4.3.1 异质分组.29 4.3.2 合作结构.30 4.3.3 评价策略.31 5 教学实验 .33 5.1 实验目的.33 5.2 实验对象.33 5.3 实验步骤.33 5.4 实验结果与反思.35 5.5.1 不同水平层次学生的成绩变化.35 5.5.2 不同水平层次学生对合作学习的认可程度.37 6 研究总结与教学建议.42 参考文献.44 附录 1：指向“科学思维“素养发展的合作学习活动案例.46 附录 2：合作学习评价（调查问卷）.51 后记.53
1绪论 1.1研究的背景 由教育部制定的《普通高中物理课程标准(2017版》提出高中物理课程应在 义务教育的基础上，进一步促进学生物理学科核心素养的养成和发展。这标志着 高中物理教学的目标从物理知识的传递上升为核心素养的培有。物理学科核心素 养主要包括“物理观念 “科学探牙 科学态 度与责任”四个方面 物理观念的形成、科学探究的进行以及科学态度与责任的养成都离不开物理知识 的学习与实践，离不开科学思维方法的参与和指导，因此有人认为，科学思维是 物理学科核心素养的核心，物理课程设置、教材编写、教学实施应该以提升和发 展学生的科学思维为核心。2另外，“物理观念“、”科学探究“和”科学态度与责任 “分别可以与二期课改中的三维目标相对接，而科学思维“在三维目标中找不到 可以对应的维度 因此，对于 线教师而言，以促进”科学思维“素养发展为目标 的学习活动设计的研究就显得格外迫切了。 目前，国内外关于学生素养发展的机制形成了这样的共识，即学生自身能动 活动是促进学生素养形成的机制。3由此可见，为了落实核心素养培育的目标，教 师就要设计出丰富多彩、具有挑战性的学习活动，吸引学生的参与和实践，在获 取知识的同时，发展学科核心素养 。然而，由于高中物理课程内容本身具有较 的抽象性，部分学生理解起来有相当大的困难，再加上高考改革后选考物理的学 生有所减少，不选考物理的学生学好物理的内在动机明显不足，这些因素都导致 物理课堂上学生参与学习活动的热情不是很高，师生互动演变成老师与个别优秀 学生之间的“秀恩爱”，甚至变成老师的“独角戏”。 为了改变这种现状，笔者尝试在课堂教学中开展合作学习。新课程标准明确 提出高中物理课程的基本理念包括“引导学生自主学习，提倡教学方式多样化”。 国内国外的研究也证实了合作学习对于促进学生的认知和非认知品质的发展效 果显著。在现实的教学场景中，很多老师也习惯于在突破教学难点的时候，让前 后左右的同学相互讨论一下，然后请举手的同学交流讨论的结果（如果没有主动 要求回答的同学就由老师根据自己的个人喜好来指定) 这看起来也 一种合作 学习，但事实上，同学们有没有参与讨论，发言的同学表达的是个人观点还是同 伴观点抑或是交流后的共同观点，老师没有深究也无法深究。 这样的合作学习徒有其表.按照伍新春教授的观点，合作学习包含五个要素 积极互赖、责任分担、异质分组、社会技能和小组反思。只有具备了这五个要素 的学习方式， 才能称 为合作学习 4对照这五个要素 课堂上随机开展的小组讨诗 离真正意义上的合作学习，差距是显而易见的。例如，随机开展的小组讨论往往 是由座位靠近且平时关系比较要好的同学组成一个小组，难以确保异质分组，难 免出现各个小组实力不均衡，有些同学被排除在外的现象，导致讨论无法深入展 的关联中理解素养问题 20 9.40 “伍新春，管琳合作学习与课堂教学1北京：人民教育出版社，2009：2D. 10153 C)1994-2022 China Academie Joumal Eleetronic Publishing House.All rights reserved.http://www.enki.net
10 / 53 1 绪论 1.1 研究的背景 由教育部制定的《普通高中物理课程标准（2017 版》提出高中物理课程应在 义务教育的基础上，进一步促进学生物理学科核心素养的养成和发展。这标志着 高中物理教学的目标从物理知识的传递上升为核心素养的培育。物理学科核心素 养主要包括“物理观念”、“科学思维”、“科学探究”、“科学态度与责任”四个方面。 物理观念的形成、科学探究的进行以及科学态度与责任的养成都离不开物理知识 的学习与实践，离不开科学思维方法的参与和指导，因此有人认为，科学思维是 物理学科核心素养的核心，物理课程设置、教材编写、教学实施应该以提升和发 展学生的科学思维为核心。2另外，“物理观念“、”科学探究“和”科学态度与责任 “分别可以与二期课改中的三维目标相对接，而”科学思维“在三维目标中找不到 可以对应的维度，因此，对于一线教师而言，以促进”科学思维“素养发展为目标 的学习活动设计的研究就显得格外迫切了。 目前，国内外关于学生素养发展的机制形成了这样的共识，即学生自身能动 活动是促进学生素养形成的机制。3由此可见，为了落实核心素养培育的目标，教 师就要设计出丰富多彩、具有挑战性的学习活动，吸引学生的参与和实践，在获 取知识的同时，发展学科核心素养。然而，由于高中物理课程内容本身具有较强 的抽象性，部分学生理解起来有相当大的困难，再加上高考改革后选考物理的学 生有所减少，不选考物理的学生学好物理的内在动机明显不足，这些因素都导致 物理课堂上学生参与学习活动的热情不是很高，师生互动演变成老师与个别优秀 学生之间的“秀恩爱”，甚至变成老师的“独角戏”。 为了改变这种现状，笔者尝试在课堂教学中开展合作学习。新课程标准明确 提出高中物理课程的基本理念包括“引导学生自主学习，提倡教学方式多样化”。 国内国外的研究也证实了合作学习对于促进学生的认知和非认知品质的发展效 果显著。在现实的教学场景中，很多老师也习惯于在突破教学难点的时候，让前 后左右的同学相互讨论一下，然后请举手的同学交流讨论的结果（如果没有主动 要求回答的同学就由老师根据自己的个人喜好来指定）。这看起来也是一种合作 学习，但事实上，同学们有没有参与讨论，发言的同学表达的是个人观点还是同 伴观点抑或是交流后的共同观点，老师没有深究也无法深究。 这样的合作学习徒有其表。按照伍新春教授的观点，合作学习包含五个要素： 积极互赖、责任分担、异质分组、社会技能和小组反思。只有具备了这五个要素 的学习方式，才能称为合作学习。4对照这五个要素，课堂上随机开展的小组讨论 离真正意义上的合作学习，差距是显而易见的。例如，随机开展的小组讨论往往 是由座位靠近且平时关系比较要好的同学组成一个小组，难以确保异质分组，难 免出现各个小组实力不均衡，有些同学被排除在外的现象，导致讨论无法深入展 2 董博清,彭前程.核心素养视域下科学思维的内涵及其实现路径[J].课程.教材.教法,2019,39(04):84-90. 3 陈佑清.在与活动的关联中理解素养问题——一种把握学生素养问题的方法论[J].教育研 究,2019,40(06):60-69. 4 伍新春，管琳. 合作学习与课堂教学[M].北京：人民教育出版社，2009：20