本研究以思维理论以及物理学习心理等理论为基础，分析了造成高一学生物理学习困难的原因之一——不善于分析物理图景并借助图景思维解决问题。研究中将物理图景界定为在感知的基础上人脑通过形象思维对物理客体及其过程形成的“心智图画”，一般以图形、图像等形象的方式来表达，它具有形象性、概括性、动态性、非语言性、创造性等特点。针对物理图景在物理学研究和物理学习中发挥的重要作用以及个人对物理图景理解程度的不同，笔者提出了“物理图景素养”的概念，并从对图景知识的了解、建立图景的方法和图景思维能力、关于物理图景素养的情感态度价值观三方面论述了物理图景素养的内涵，依此构建了物理图景素养的结构模型，之后就三方面的具体项目指标进行了说明，这也可以作为判断一个人物理图景高低的参考依据。本研究的第三、四部分将紧扣这个模型展开。第三部分我们根据图景素养的结构模型编制了问卷和试题对高一学生做了调查，通过对问卷的统计分析和访谈的结果，发现被调查对象的图景素养普遍较低，具体表现有：对模型、图景等术语及其在物理学和物理学习中的作用认识不深；动态想象能力普遍较弱，且女生的动态想象能力和空间想象能力比男生差；不善于借助形象表征问题，利用物理图景解决问题的意识不强等。第四部分笔者选取中美高中物理教材各一本，从两本教材的内容设置、关于物理图景的知识、建立物理图景的方法、情感态度价值观四个方面对教材中涉及到图景素养方面的内容作了比较，发现美国教材有几个方面值得我们借鉴：内容设置更加丰富多样，且自始至终都表现出与生活实际的密切联系；有专门的模块讲解模型、图像等图景的知识，以实例详细说明其作用与内涵，并强调物理学方法在解决生活实际问题中的应用；教材内容中有特定模块给学生提供一定的学习策略，指导其对于学习方法的理解和掌握；注重给学生提供直观、形象化的刺激，让他们感受图景思维在分析和解决问题中的重要性与便捷性，从而有意识地用物理思维对周围事物做出解释；重视科学精神与道德观的培养。在此基础上，笔者提出了教学中物理图景素养的培养原则，并且结合具体的教学内容，通过与一线的教师合作进行了具体的教学实验。经过一个单元的教学之后，检验实验班与对照班学生的差异。最后，我们得出了一些有意义的结论，对实际教学中物理图景素养的培养提出了教学建议。

Based on thinking theory and physics learning psychology, we analyze one of the reasons in physics learning difficulties for grade 1 students in high school——lack the ability of analyzing physics image and solving problems with them. Physic image is the mental images of things and processes, which are formed through image thinking, generally embodied in the form of graphics and pictures, with the characteristics of visualization, generalization, variation, innovation and so on. Considering the significance of physics image in physics research and physics learning and personal individual understanding, we put forword “physics image literacy”, then discuss its connotation from three aspects: knowledge, methods and ideation, attitude and spirit. According to this, we construct the structure model of physics image literacy and dicuss corresponding items. It’s the core of this paper.In the third part we investigate students’ physics image literacy in grade 1 with questionnaire and test questions, which are organized according to the structure model. We find that students’ physics image literacy is at the lower level. Their understanding of model, image and the effects to phyiscs and physics learning is shallow. Their imagination, especially the dynamic imagination, is weak, and girls are weaker than boys in this aspect. The ability of reprenting physics problems in image is short for many students, they hardly have the habit of solving problems with image. Then we compare physics image literacy in two books from four aspects:, (one is in China, the other is in America) content arrangement, knowledge about physics image, method of building physics image, attitude and spirit. We find that there are some aspects in American books worthy of our use for reference: content are rich and many are related to our lives, and there are special module for knowledge of model and image, with examples to explain their meaning and significance, and emphasize the application of physics methods in solving problems in our daily life. There are special module offering students some learning strategies, paying more attention to give them as many as visual and intuitionistic stimulation to make them attach importance to image thinking in solving problems, thus to cultivate their scientific spirit and ethics. Finally, we advance some principles in cultivating physics image literacy in teaching, and make one-chapter teaching experiment with in-service teachers. After that we test the difference between experiment class and control class. Although there are many interferential factors, the effects are not as good as our expectation, we educe many significative conclusion(particular discussion are in the text), which can be referred in teaching.