摘要（中译英）

Penny

指向核心素养的物理教学目标设计理念

Design Concept of Physics Teaching Objectives Oriented at Core Attainment

摘要：从认知心理学角度解析了物理核心素养四个方面学习的心理机制，即物理观念形成的同化机制，科学思维过程的逻辑加工机制，科学探究过程的认知建构机制，以及科学态度的形成和转变机制。依据心理机制分析，提出物理教学目标设计的四个基本理念，即提炼单元教学的大概念、序列化中心问题、生成真实情境的非良构问题、协调科学心理倾向内部要素等。

Abstract: Four psychological mechanisms of core attainment for physics learning are discussed from the perspective of cognitive psychology, including assimilation mechanism for formation of physical concept, logical processing mechanism in scientific thinking process, cognitive construction mechanism in scientific inquiry process and scientific attitude formation & change mechanism. Based on such psychological mechanisms, four basic concepts about design of physics teaching objectives are proposed, including extraction of big concepts when teaching by units, core problems in serialization, ill-structured problems in generation of actual situations, coordination with internal factors of scientific psychological tendency, etc.

关键词：物理核心素养，教学目标，大概念，序列化

Key Words: core attainment for physics learning; teaching objectives; big concept;

serialization

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