深度理解化学核心概念对于学生加深对化学现象与本质的认识、实现知识的迁移、提升化学学科素养等方面都有非常重要的作用。然而许多研究表明，学生在化学概念理解上常存在诸多问题，如对概念的内涵和外延理解不准确，对概念的理解停留在浅层难以实现概念理解水平的提升和发展，忽视概念隐含的功能价值等。因此，加强对学生化学概念理解的研究非常必要。化学键作为高中化学核心概念之一，由于其概念本身的抽象性，常常成为学生概念学习的难点。基于此，本研究基于项目反应理论的Rasch模型尝试开发了包含六个二段式测试题的《化学键概念表征量表》，其中包含了共价键、离子键、金属键三部分。并用开发的量表对山西省一所重点高中和一所普通高中的高二、高三年级将近600多名学生进行了测评，了解目前高中学生对化学核心概念化学键的概念理解水平和常见错误概念特点。 研究表明：第一，高中生对化学键概念的理解存在由低到高的三个难度递增的水平，即“结构”、“过程”、相互作用”理解水平。第二，高中生对化学键概念理解的图形表征和语言表征水平存在不一致的现象。第三，绝大多数高二学生对化学键概念理解水平与课程标准要求一致，但高三学生达到课程标准要求，即达到“相互作用”理解水平的人数并不理想。第四，高二、高三年级学生的化学键概念理解水平存在显著差异。第五，普通、重点学校高中生的化学键概念理解水平存在相似性，但在图形表征水平上存在显著性差异。第六，高中生核心概念学习时出现的错误概念具有以下特点：随着对概念理解水平的上升，学生会产生相应水平的错误概念；错误概念会随着知识的增多、学习的深入而减少，但减少程度与教师教法密切相关。第七，高中生在测查中出现错误概念的原因有：学生对化学键相关概念混淆不清；用结果来阐释原因，陷入循环论证；用条件来阐释原因，没有触及现象本质等。 基于上述研究发现，本文提出如下建议：首先，教师应践行“教学评一体化”理念，针对不同水平的学生，实现精准教学。其次，教师应采取有效教学策略转变学生的错误概念，提高其概念理解水平，如开展基于概念转变的教学，转变学生的错误概念；通过丰富教学策略，促进学生对高难度概念理解水平的掌握；注重核心概念的跨学科、跨学段、跨年级衔接教学等。再次，教师应重视核心概念的功能价值，提高学生化学学科核心素养，比如带领学生经历化学键模型建构的过程，培养学生“模型认知”素养；结合具体实例体会化学键的功能价值，培养学生“宏观辨识与微观探析”素养等。最后，建议教材应依据课程标准的要求，提高知识呈现的科学性和完整性。

The in-depth understanding of chemical core concepts plays an important role in deepening students' understanding of chemical phenomena and essence, realizing the transfer of knowledge, and improving chemical discipline literacy. However, many studies have shown that students often have many problems in understanding chemical concepts, such as inaccurate understanding of the connotation and extension of concepts, difficult to achieve the improvement and development of conceptual understanding level, ignoring the implicit functional value of concepts, etc. Therefore, it is necessary to strengthen the study of students' understanding of chemical concepts. Chemical bond is one of the core concepts of high school chemistry, and because of its abstraction, chemical bond concept often becomes a difficult point for high school students to learn. Based on the Rasch model of Item Response Theory, this study attempts to develop the “Chemical Bond Concept Representation Inventory,” which contains six two-stage test questions, including covalent bond, ionic bond and metallic bond. By using the developed inventory, nearly 600 students in senior high school in grade two and grade three of a key high school and an ordinary high school in Shanxi Province were assessed to obtain the cur rent high school students' understanding level of chemical bond concepts and common misconceptions. The results show that: firstly, there are three levels of increasing difficulty in senior high school students' understanding of chemical bond concepts, namely, "structure" understanding level, "process" understanding level and "interaction" understanding level. Secondly, high school students' understanding of chemical bond concepts is inconsistent between graphic representation and linguistic representation. Thirdly, the majority of senior two students have the same understanding level of chemical bond concepts as the curriculum standards, but the number of senior three students who have reached the curriculum standards, that is, the understanding level of "interaction" is not ideal. Fourthly, there are significant differences in the understanding level of chemical bond concepts between senior two and senior three students. Fifthly, there are similarities in the understanding level of chemical bond concepts among senior high school students in ordinary and key schools, but there also are significant differences in the level of graphic representation. Sixthly, the misconceptions in senior high school students' core concepts learning have the following characteristics: With the rise of the level of concept understanding, students will produce the corresponding level of misconceptions; The misconceptions will decrease with the increase of knowledge and in-depth learning, but the degree of reduction are closely related to teachers' teaching methods. Seventhly, the reasons of high school students' misconceptions in the survey are: students are confused about the concepts related to chemical bond; explaining the reasons with the results and fall into the circular; explaining the reasons with the conditions, rather than the essence of the phenomenon, etc. This paper puts forward the following suggestions: Firstly, teachers should practice the idea of “the integration of teaching, learning and evaluation” to achieve accurate teaching for different levels of students. Secondly, teachers should adopt effective teaching strategies to change students' misconceptions and improve their understanding level of concepts, such as carrying out “the conceptual change oriented teaching” to change students' misconceptions, enriching teaching strategies to promote students' mastery of the highly difficult level of concepts’ understanding, paying attention to the conceptual teaching continuity among different disciplines, periods and grades, etc. Thirdly, Teachers should pay attention to the functional value of core concepts and improve students' core literacy in chemistry disciplines, such as leading students through the process of constructing chemical bond models, cultivating students' "model cognition" literacy, and combining specific examples to realize the functional value of chemical bond, cultivating students' "macro-identification and micro-analysis" literacy. Finally, it is suggested that textbooks should improve the scientific and integrity of knowledge presentation according to the requirements of curriculum standards.