建立模型是科学发展中的重要内容，在教学中，许多国家在课程纲领文件中已经将“模型”和“建模”作为重要的内容呈现。“物质结构与性质”主题下包含大量的科学模型，满足模型建构教学的需要，其具体内容在初中、高中必修和高中选修性必修中都有体现，尤以《物质结构与性质》为重点呈现的模块。2017年《普通高中化学课程标准》正式颁布，将《物质结构与性质》模块列为选择性必修模块，而在此之前，该模块长期在选修模块中处于弱势地位，以北京地区为例，已有十余年的时间未开展该模块的教学，一线教师长期缺乏该模块的教学经验，对该模块的教学进行指导与培训迫在眉睫。

在本研究中，以跨越初中到高中选择性必修的“物质结构与性质”主题下的科学模型及其教学为主要研究对象，经历以下几个研究步骤：

1.分析“物质结构与性质”科学模型建构的历程与特征，建构反思“物质结构与性质”科学模型认识的框架，帮助教师建立对科学模型的清晰认识，为开展模型建构教学打好基础；

2.建构“物质结构与性质”主题的模型建构教学模式，为教师开展模型建构教学提供脚手架；

3.建构“物质结构与性质”主题的模型建构教学策略，为教师进行教学设计提供具体指导；

4.基于以上理论研究成果，以中学化学在职教师作为对象进行教师培训探索，描述教师模型认识和模型建构教学设计水平的现状，检验培训的有效性，以及发现培训的不足进而为后续改进培训提出建议。

研究主要得到以下结论：

1.建构了反思“物质结构与性质”科学模型认识的框架；

2.建构了“物质结构与性质”主题的模型建构教学模式，包括基本模式、以结构认识问题为驱动性问题的模型建构教学模式和以解释宏观变化现象为驱动性问题的模型建构教学模式；

3.建构了“物质结构与性质”主题的模型建构教学策略，包括建立支撑学生建模活动的证据系统；设计学生模型建构的推理和论证活动；帮助学生外显模型建构的程序、思路和方法；引导学生反思与模型建构有关的科学本质观；采用各种方式使教学更加形象、生动、浅显等5条策略及它们的具体操作方式；

4.依据理论研究成果对中学化学在职教师开展了教师培训探索，描述了教师模型认识和模型建构教学设计的水平现状，验证了培训内容和培训方式的有效性，并进一步关注到了哪些模型建构教学模式和教学策略的子维度更难培训，哪些模型主题更应重点关注等，为教师培训的改进提出了建议。

Modeling is an important element in the development of science, and in many countries, "models" and "modeling" are already presented as important elements in the curriculum documents. The theme of "Structure and Properties of Matter" contains a large number of scientific models to meet the needs of modeling teaching, and its specific content is reflected in the compulsory and optional compulsory courses in junior high school and high school, especially the Structure and Properties of Matter is the key module presented. In 2017, the Senior High School Chemistry Curriculum Standards were officially promulgated, which included the module Structure and Properties of Matter as an optional compulsory module. The module had long been at a disadvantage among the optional modules before this. In Beijing, for example, the module has not been taught for more than ten years, and front-line teachers have long lacked experience in teaching the module, so it is urgent to provide guidance and training for the module's teaching.

In this study, the scientific models and their teaching under the theme of "Structure and Properties of Matter," which is optional and optional compulsory from junior high school to senior high school, were the main subjects of study, and the following steps were taken.

1. Analyze the history and characteristics of the construction of scientific models of "Structure and Properties of Matter"; construct a framework for reflecting on the understanding of scientific models of "Structure and Properties of Matter"; assist teachers in establishing a clear understanding of scientific models, and in laying a good foundation for modeling teaching.

2. Construct a modeling teaching mode on the topic of "Structure and Properties of Matter" to provide scaffolding for teachers to carry out modeling teaching.

3. Construct modeling teaching strategies for the topic "Structure and Properties of Matter" and provide specific guidance for teachers in teaching design.

4. Based on the above theoretical findings, the paper explores teacher training with in-service secondary school chemistry teachers as the target, describes the current status of teachers' model understanding and model-building instructional design levels, tests the effectiveness of the training, and identifies training deficiencies and then makes suggestions for subsequent training improvements.

The main findings of the study are as follows.

1. Constructed a framework for reflecting on understanding the scientific model of "Structure and Properties of Matter".

2. A modeling teaching mode for the topic "Structure and Properties of Matter" has been developed, including a basic mode, a modeling teaching mode with the problem of understanding structure as the driving issue, and a modeling teaching mode with the problem of explaining the phenomenon of macroscopic changes as the driving issue.

3. Five strategies and their specific modus operandi of modeling teaching for the topic of "Structure and Properties of Matter" are constructed, including establishing an evidence system to support students' modeling activities; designing reasoning and argumentation activities for students' model building; helping students to externalize the procedures, ideas, and methods of the model building; guiding students to reflect on the nature of science related to the model building; adopting various ways to make teaching more visual and simple.

4. The paper explores teacher training for in-service secondary school chemistry teachers based on theoretical research results, describes the current level of teachers' model understanding and model-building instructional design, and verifies the effectiveness of the training content and training methods. Further attention is paid to which sub-dimensions of modeling teaching mode and teaching strategies are more difficult to train, which model topics should be more focused on, etc., and suggestions are made for the improvement of teacher training.