促进学生科学理解和实践能力的整合发展是当前科学教育实践和科学教育 研究的共同期待。学习进阶为科学教育研究提供了系统的切入角度和研究框架， 为融合科学教育研究的多方面成果、促进学生的整合发展提供了研究平台。在需 要整合发展的诸多科学概念和科学实践中，能量概念和科学解释在科学教育中具 有重要地位，而且两者的学习紧密关联、相互促进。故本研究选择以能量理解和 科学解释作为具体的内容载体，建构它们在中学阶段的学习进阶，并将它们整合 应用于初中物理的能量单元教学，观察、分析学习进阶的应用会对教学行为和学 习效果带来哪些变化。 研究一建构了能量理解的学习进阶。先确立了能量理解的学习进阶的二维进 阶模式，据此选择发展层级和概念本体两个进阶变量来设计能量理解的学习进阶。 通过跨年级的测量分析，研究发现能量理解的发展层级（事实、映射、关系和系 统）是较为稳定且区分度良好的进阶变量，并由此初步刻画了能量理解的学习进 阶。在此过程中还发现，不同的样本群体的能量理解的进阶发展存在差异。 研究二建构科学解释的学习进阶。在原有培养框架的基础上，结合科学哲学 的相关理论，提出了科学解释的“现象-理论-资料-推理”框架。依据“现象-理论 -资料-推理”框架，确立了科学解释的学习进阶的二维进阶模式及其进阶变量— —语言结构的完善度和要素水平。先根据两个进阶变量的有机组合预设出进阶层 级后，再通过跨年级测量加以检验，剔除不符合实际的组合方式，确立了五个水 平的科学解释的学习进阶。在此过程中发现，样本学生的科学解释表现仍存在较 大的进步空间。 应用前两个研究建构的学习进阶，研究三规划了初中物理能量单元的学习过 程。据此设计了准实验研究，开展教学实验。通过课堂观察和测评分析，发现以 上述学习过程为核心的教师培训改进了教师的能量单元教学的深层组织，而且实 验班的学生在能量理解和科学解释两个方面都有更好的发展。 通过上述研究发现，建构的能量理解的学习进阶和科学解释的学习进阶可以 整合应用于初中物理的能量单元教学，而且能给教师的教学行为和学生的学习表 现带来积极影响。以上研究结论为学习进阶在教学中的应用提供了案例支持，其 方法过程也在一定程度上可供后续研究和实践参考借鉴。在文章的最后的研究反 思中，对学习进阶研究等问题开展了进一步讨论，并对后续研究提出了展望。

It is a common expectation from science teachers and science education researchers that advancing students’integrated development of competence in scientific understanding and practices. For this purpose, the learning progression has a promise to provide a systematic research programme for fusing multiple achievements in science education research then advancing students’ integrated development. Within the core competence needs developing in science education, the energy concept and scientific explanation play an important role. In addition, the energy concept and scientific explanation have both solid research foundation and issues need further studying. Resting on this background, this study, choosing energy understanding and scientific explanation as the research context, developed their learning progressions (Research 1 & Research 2). Then we integratedly applied these two learning progressions into middle school physics teaching, observing their effects on teaching and learning (Research 3). In Research 1, a two-dimensional learning progression of energy understanding was designed and testified. The two dimensions are developmental levels and concept ontology. Through analyzing cross-grade assessment data, the developmental levels (experience, mapping, relations, and system) were indicated to be a reliable and robust progress variable with clear and valuable discrimination. Therefore, we rested the learning progression of energy understanding on the developmental levels. Additionally, we found different progression patterns in subgroups during above process. In Research 2, this study proposed the phenomenon-theory-data-reasoning framework (PTDR framework), based on theories in philosophy of science and previous educational framework for learning explanation. Grounded on the PTDR framework, we designed a two-dimensional learning progression of scientific explanation with the completeness of language structure as the first dimension and complexity of elements as the second dimension. Through cross-grade assessment we testified the validity of these two progress variables and developed a five-level learning progression of scientific explanation. Besides the learning progression, the assessment result also indicated the existing space for improvement in teaching and learning scientific explanation. In Research 3, through fusing the learning progressions developed in Research 1 and Research 2, the learning process of energy unit in middle school physics was designed. Then a teaching experiment was carried on, following a quasi-experimental design. Using video analysis and pre/post tests, we found that: (1) Learning progression based teacher training influenced treatment groups’ instruction in the deep structure. (2) Students in the treatment group demonstrated better understanding of energy and better competence of scientific explanation. Above research indicated that the learning progression of energy understanding and the learning progression of scientific explanation developed in this study can be integratedly applied into the energy unit of middle school physics. This application brought positive influence on teacher’s instruction and students’ performance. Above findings provided support for the application of learning progression in teaching practice. This study ended with a reflection on above research and an overlook for follow-up study.