普通高等学校招生全国统一考试（物理部分）和全国中学生物理竞赛是高中物理最为重要的两个学习评价项目。前者为高等教育系统输送栋梁，后者为物理研究领域发掘人才。这两项考试的评价标准直接关系到实践教育目标和学生终身发展。由于高考和竞赛对于基础教学工作的重要指导意义，关于这两项考试之间的区别和联系以及它们所关注的方向都需要基础教育工作者予以充分重视。　　关于这两项考试的研究是从学科知识体系出发入手，首先简要分析近五年物理高考与竞赛的十套试卷真题的解题思路，从中可以了解这两类考试在知识、技能等各方面的要求，然后再从试题的知识覆盖面、综合度、应用性以及实验能力、作图要求和数学方法六个方面比较它们各自的题型特点，找到相关的知识和联系。比较研究的第二个层面是从认知发展结构的角度解构试题的复杂性、认知度以及对物理知识、规律的不同层次要求。具体的步骤是将高考和竞赛试题依据SOLO分类评价理论和布鲁姆认知目标分类理论进行分类解析，从中发现试题设计与认知发展之间的关系以及高考和竞赛试题考察的不同侧重点。从整个的比较研究当中我们可以看到近年物理高考与竞赛的发展特点和改革趋势，并希望能为实际教学工作提供一些有益的启示。

The research objects are College Entrance Examination (CEE) Physical Volume and Chinese Physics Olympiad (CPHO) which are two vital examinations for high school students in the subject of physics. Physics as an interesting yet difficult subject which explores the laws of nature demands a lot on each level of cognition. Therefore, physics exam questions could be ideal materials to detect all stages of cognitive structures during the period of secondary education.This thesis includes two major tasks: analysis and classification. In the part of analysis, the emphasis is put on the specific steps to solve problems. By looking into the solution to exam questions of CEE and CPHO, we can get a clear concept of the requirements for fundamental knowledge and necessary skills. The other essential part is to classify the exam questions under the instructions of two taxonomy theories. All the questions are put into five SOLO taxonomy levels and six Bloom’s taxonomy categories respectively. This classification shows us the distribution of exam questions on those taxonomy categories, which indicates the relationship of exam paper to cognitive structures. By comparison, it can reveal the different standards of CEE and CPHO for knowledge, skills and other relative abilities as well. Since the examinees of CEE are ordinary high school graduates while the candidates of CPHO are elites in physics classes, the differences of cognitive requirements between the two examinations are reasonable.Through thorough analysis and precise classification of ten sets of exam paper, we also discover the overall trend of development of CEE and CPHO during recent five years. This investigation is trying to offer a scientific method to interpret the special relationship between exam questions and cognitive development. It combines the cognition theories and educational practice in order to make the training process more effectively. Hopefully, this research could provide teachers and learners with some useful implications.