社会科学的飞速发展要求学生具备面向未来的能力，能够利用所学的知识解决生产、生活、研究中的实际问题。模型建构作为一种重要的科学思维方法，是利用物理知识解决实际问题的重要途径。

首先，本研究通过实际问题、物理模型建构过程的理论研究，开发了基于实际问题培养学生建模能力的教学模式。明确面对一个实际问题时，首先要对实际问题进行情境分析，选择合适的模型并将其表征出来，再综合能量守恒等相关物理规律实现问题的解决，最后是对问题解决结果与过程进行反思。利用该教学模式在高三力学部分一轮复习中开展了为期三个月的教学实践，期间还将学生的部分课后作业改为实际问题。

其次，综合2017年版课程标准研制的学业质量标准以及已有的建模能力评价的研究，确定建模能力评价的指标，将建模能力细化为情境分析能力、模型选择能力、模型表征能力、模型分析与综合能力、模型修正与拓展能力，命制了以实际问题为主体的建模能力测试题，完成教学实践后，对实验班与对照班进行测试。

然后，利用Rasch模型以及SPSS软件对建模能力测试结果以及教学实践中的月考成绩进行分析。发现：（1）按照本研究开发的基于实际问题培养建模能力的教学模式进行教学后，实验班的建模能力测试成绩明显优于对照班，差异最大的指标为模型修正与拓展能力，验证了该教学模式的有效性，对四次月考成绩进行分析也发现实验班的月考成绩与对照班差距越来越大，从另一方面验证本研究开发的教学模式的有效性；（2）基于实际问题培养学生建模能力的教学模式对后进生的影响更显著，根据四次月考成绩的怀特图，在后进生中，8月份时实验班后进生更多，9月份时两个班后进生占比差异不大，10月份时实验班后进生明显少于对照班，11月份时后进生中几乎没有实验班的学生了。通过对后进生的观察发现，很多后进生没有分析问题的思路，常随意套用物理公式解题，而本研究开发的教学模式给出了分析物理问题的一般方法，能较显著地影响后进生的建模能力；（3）学生的建模能力发展不均衡，其中，情境分析能力最佳，而模型修正与拓展能力最弱，这主要是因为主流的考试几乎没有考查这一能力，所以大部分学生并没有在解决问题后进行反思的习惯，对模型的适用条件认识不够。

最后，对一线教师如何培养学生的物理建模能力提出建议，并分析了本研究的不足指出，提出研究展望。

The rapid development of social science requires students to be future-oriented and able to use the knowledge they have learned to solve practical problems in production, life and research.Model construction, as an important scientific thinking method, is an important way to solve practical problems by using physical knowledge.

First of all, through theoretical study on practical problems and the construction process of physical models, this research develops a teaching model for cultivating students' modeling ability based on practical problems. When confronted with a practical problem clearly, firstly, it is necessary to conduct a situational analysis of the actual problem, select a suitable model and characterize it, and then integrate the relevant physical laws such as energy conservation to solve the problem, and finally reflect on the results and process of problem solving. This teaching model was used to carry out teaching practice for three months in a round review of mechanics in senior three, during which part of students' homework was changed into practical problems.

Secondly, based on the academic quality standards developed by the 2017 edition of the curriculum standards and the existing research on modeling ability evaluation, the indicators for modeling ability evaluation are determined, and the modeling ability is refined into situational analysis ability, model selection ability, model representation ability, model analysis and synthesis ability, model modification and deployment ability. A test of modeling ability based on practical problems was ordered. After the teaching practice, the experimental class and the control class were tested.

Then, use Rasch model and SPSS software to analyze the results of modeling ability test and monthly test scores in teaching practice. Findings: (1) After teaching in accordance with the teaching model developed in this study to cultivate modeling ability based on practical problems, the experimental class's modeling ability test scores were significantly better than those of the control class. The biggest difference was the model modification and deployment ability. It verified the effectiveness of this teaching model. The analysis of the four monthly test scores also found that the gap between the monthly test scores of the experimental class and the control class is getting bigger and bigger, on the other hand verified the effectiveness of the teaching model. (2) The teaching mode of cultivating students' modeling ability based on practical problems has a more significant impact on underachiever students. According to the White chart of the four monthly test results, there are more underachiever students in the experimental class in August, and there is no significant difference in the proportion of underachiever students in the two classes in September. In October, the proportion of underachiever students in the experimental class is significantly less than that in the control class. In November there were almost no students in the experimental class among the underachievers. Through the observation of underachiever students, it is found that many underachiever students do not have the idea of analyzing problems, and often use physics formula to solve problems at will. However, the teaching mode developed in this research gives a general method of analyzing physics problems, which can significantly affect the modeling ability of underachiever students. (3) The development of students’ modeling ability is unbalanced, the situation analysis ability is the best, and the development of model modification and deployment ability is not optimistic. This is mainly because the mainstream examinations hardly test this ability. So most students do not have the habit of reflection after solving the problem, and students’ understanding of the applicable conditions of the model is not enough.

Finally, suggestions on how to cultivate students' physical modeling ability are proposed, and the shortcomings of this study are analyzed, the research prospects are put forward.