促进向量子思维的转变：开发一门中学课程以应对知识修正、组织与认识论挑战
Promoting the transition to quantum thinking: development of a secondary school course for addressing knowledge revision, organization, and epistemological challenges
AI总结：
本文描述了一门中学量子力学课程的开发，基于概念转变的系统方法，通过融合多视角与学习系统，解决了经典知识修正、知识结构组织与量子世界图景构建三大挑战，帮助学生将量子描述视为自身探究的合理产物。
摘要：
我们描述了一门为中学设计的量子力学课程的开发过程，旨在应对与经典知识修正、构建该学科组织良好的知识结构以及发展量子世界合理图景相关的挑战。该课程基于概念转变的系统方法，依赖于对从经典力学到量子力学转变过程的分析，并协调认知与认识论方面的因素。我们展示了我们的方法如何驱动设计原则的推导，这些原则如何指导教学序列及其策略的开发，以及它们的实施如何需要融合不同的研究视角和学习系统。第一个挑战通过一条经典概念与构造的修正路径来解决，该路径根据每个概念在理论转变中的动态过程利用先验知识。第二个挑战通过采用一个促进跨情境构建量子测量统一图景的框架来解决。第三个挑战通过围绕一个建模过程设计课程来解决，该过程让学生参与理论物理学家的认识论实践，例如在纯理论环境中生成和/或运行思想实验以及进行数学建模。所有这些都旨在帮助学生接受对世界的量子描述，将其视为他们自身探究的合理产物。这一过程由对基础辩论各个方面的讨论所辅助，这些辩论方面由每个建议的解释选择所触发，目的是促进对其文化意义、所选立场的局限性以及开放问题的认识。关于完善周期的数据说明了如何使一组活动在局部层面有效应对这些挑战。
英文摘要：
We describe the development of a course of quantum mechanics for secondary school designed to address the challenges related to the revision of classical knowledge, to the building of a well-organized knowledge structure on the discipline, and to the development of a plausible picture of the quantum world. The course is based on a systemic approach to conceptual change, which relies on its analysis in the transition from classical to quantum mechanics, and coordinates cognitive and epistemological aspects. We show how our approach drives the derivation of design principles, how these principles guide the development of the instructional sequence and of its strategies, how their implementation requires the blending of different research perspectives and learning systems. The first challenge is addressed through a path of revision of classical concepts and constructs which leverages prior knowledge according to the dynamics of each notion in theory change. The second by adopting a framework that promotes the construction of a unifying picture of quantum measurement across contexts. The third by designing the course around a modelling process that engages students in epistemic practices of the theoretical physicist, such as generating and/or running thought experiments, and mathematical modelling in a purely theoretical setting. All is aimed to help students accept the quantum description of the world as a plausible product of their own inquiry. This process is assisted by the discussion of the facets of the foundational debate that are triggered by each of the suggested interpretive choices, with the goal to promote an awareness of its cultural significance, of the limits the chosen stance, of the open issues. Data on the cycles of refinement illustrate how a set of activities have been made effective in addressing the challenges at a local level.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
