原创 董友军 何芷颜 等 物理与工程

摘 要

SOLO 分类理论把学生思维结构由浅到深分为前结构层次、单点结构层次、多点结构层次、关联结构层次、抽象扩展结构层次，其中前三个层次体现“量”的积累，后两个层次追求“质”的提升。在 SOLO 分类理论指导下，构建 SOLO 层次与科学探究水平的对应关系，分析“2021 年全国甲卷物理实验试题”，并提出四点教学策略，即用“一量多选”突破单点结构试题，用“原理为本”突破多点结构试题，用“以点带面”突破关联结构试题，用“方法中心”突破抽象扩展结构试题。

关键词 SOLO 分类理论；科学探究水平；全国甲卷；实验试题

Abstract SOLO classification theory divides students' thinking structure from shallow to deep into pre structure level, single point structure level, multi-point structure level, correlation structure level and abstract expansion structure level. The first three levels reflect the accumulation of “quantity”, and the latter two levels pursue the improvement of “quality”. Under the guidance of SOLO classification theory, this paper constructs the corresponding relationship between SOLO level and scientific inquiry level, analyzes the “national physics experiment questions in volume a in 2021”, and puts forward four teaching strategies, that are, breaking through single point structure questions with “one quantity and multiple choices”, breaking through multi-point structure questions with “principle based”, breaking through correlation structure questions with “point to area”, and breaking through the abstract extended structure test questions with “method center”.

科学探究是物理学科重要的核心素养，它包括问题、证据、解释、交流等要素[1]。全国甲卷是指广西区、云南省、贵州省、四川省、西藏区使用的高考物理试卷。在高考物理试卷中，主要通过实验试题来考查学生科学探究素养。