当我们走进课改后的高中物理课堂,我们对高中物理教学现状进行理性分析,不但会发现一些偏离课改初衷,而且甚至违背教学基本规律的现象。这几年,广大一线物理教师在探究性课堂教学的开展方面也作出了一些有益和成功的尝试,但不可否认一些教师的课堂教学设计与具体操作仍存在着对科学探究理解的偏差,使“探究教学”进入似是而非的误区,严重阻碍了“探究”在培养学生能力方面的积极作用。为了进一步优化课堂教学设计,提高课堂教学的有效性,促进教师的专业发展,本文就高中物理课堂教学中一些理念、行为作简要分析。 When we walk into the high school physics class after the curriculum reform, we make a rational analysis of the status quo of physics teaching in senior high schools. We not only find out some phenomena that deviate from the original intention of the curriculum reform, but even violate the basic laws of teaching. In recent years, many front-line physics teachers also made some useful and successful attempts to carry out inquiry-based classroom teaching. However, it is undeniable that some teachers’ classroom instruction design and specific operations still have deviations from understanding of scientific inquiry, “Inquiry Teaching” into paradoxical errors, seriously hindered “inquiry ” in the cultivation of students’ ability to play an active role. In order to further optimize the design of classroom teaching, improve the effectiveness of classroom teaching, and promote the professional development of teachers, this paper briefly analyzes some concepts and behaviors in high school physics classroom teaching.