21世纪国际之间的竞争其本质是人才的竞争，提升基础教育的质量一直是研究的热点问题，为了解决科学知识碎片化等不利于学生构建自己的知识体系问题，教育者展开了学习进阶的研究，以帮助学生围绕大概念整合与发展学习体系。对于学习进阶研究已经进行了很多，本文在这些研究的基础上，探究如何在高中教学实践中进行基于学习进阶的机械能主题教学，具体的论文结构如下：

本文的第一章介绍了这次研究的选题背景、要研究的内容、研究的意义和达到研究目的采取的研究方法；第二章是文献综述部分，从学习进阶的研究现状和发展趋势、“能量”和“机械能”的学习进阶、基于学习进阶的教学实践三个方面进行文献梳理；第三章是本研究的设计理念和研究流程。

第四章是教学策略的制定，从这两方面展开（1）确定机械能主题重要概念教学序列，包括下面四步：①根据认知复杂度层级模型确定机械能主题的学生层级表现和迷思概念；②根据机械能主题的学生层级表现和迷思概念编制测试卷，并对实验班和对照班实施测试，根据测试结果分析学生对机械能的认知状况；③根据文献分析确定机械能主题下的重要概念，分析出机械能主题下重要概念的逻辑发展路线，并调查重要概念的难度值得到这些重要概念的难度值排列图；④根据前面三方面的分析得到机械能主题教学序列。（2）针对每个重要概念制定教学设计，基于学习进阶展开教学设计包括：①基于学习进阶的学情分析；②影响学生进阶的障碍分析；③帮助学生实现概念进阶分析；④如何制定基于学习进阶的教学设计。

第五章是教学实践部分，根据第四章确定的教学策略开展机械能主题的学习进阶教学实践，包括下面几步：（1）设计教学对比实验；（2）基于学习进阶实施教学实践——以《动能与动能定理》为例；（2）教学实验效果分析，在实验班、对照班开展不同的教学干预，根据学习进阶设计后测试卷，并对完成机械能主题学习的实验班、对照班实施测试，并分析教学实践的效果。

第六章总结本研究的结论，并对一线教师提出建议，对以后的研究提出展望。教学之前实验班与对照班对于机械能的认知无差异，用学习进阶来指导教学后实验班学生测试成绩有显著性提高。按照学习进阶设计教学序列，有助于学生对主题概念的整合，按照学习进阶制定每一节课的教学设计进而展开教学有助于学生理解每个重要概念的进阶；学习进阶用于概念教学可以显著的帮助学生理解科学概念。本研究希望能够形成系统可行的关于概念教学的学习进阶模式，对一线教师的教学转变提供参考。

In the 21st century, the essence of international competition is the competition of talents. Improving the quality of basic education has always been a hot issue of research. In order to solve the problem that the fragmentation of scientific knowledge is not conducive to students' building their own knowledge system, educators have launched learning progressions study to help students integrate and develop their student system around big concepts. There have been many researches on the learning progressions . Based on these researches, this paper explores how to carry out the mechanical energy theme teaching based on the learning progressions in senior high school teaching practice. The specific paper structure is as follows:

The first chapter of this paper introduces the background of the research, the content to be studied, the significance of the research and the research methods to achieve the purpose of the research; the second chapter is the literature review, from the three aspects of learning progressions, "energy" and "mechanical energy" learning progressons, teaching practice based on learning progressions . The third chapter analyzes the design ideas and design process of this study.

The fourth chapter is the formulation of teaching strategies from these two aspects: (1) determine the teaching sequence of important concepts of mechanical energy theme, including the following four steps: ① determine the student level performance and myth concept of mechanical energy theme according to the hierarchical model of cognitive complexity; ② According to the students' level performance and myth concept of mechanical energy theme, prepare the test paper, test the experimental class and the control class, and analyze the actual situation of students according to the test results; ③ According to the literature analysis, the important concepts under the theme of mechanical energy are determined, the development route of important concepts under the theme of mechanical energy is analyzed, the difficulty value of important concepts is investigated, and the difficulty value arrangement diagram of these important concepts is obtained; ④ According to the analysis of the above three aspects, the teaching sequence of mechanical energy theme is obtained. (2) According to the teaching ideas of each important concept, the teaching design based on advanced learning includes: ① learning situation analysis based on advanced learning; ② Analysis of obstacles affecting students' advancement; ③ How to help students realize concept advancement; ④ How to design a learning plan based on advanced learning.

The fifth chapter is the teaching practice part. According to the teaching strategies determined in the fourth chapter, we carry out the advanced teaching practice of learning the subject of mechanical energy, including the following steps: (1) the design of Teaching comparative experiment; (2) Teaching practice based on advanced learning -- Taking kinetic energy and kinetic energy theorem as an example; (2) Analysis of the effect of teaching experiment, carry out different teaching interventions in the experimental class and the control class, design the post test paper according to the advanced learning, test the experimental class and the control class that have completed the theme learning of mechanical energy, and analyze the effect of teaching practice.      

The sixth chapter summarizes the conclusions of this study, and puts forward suggestions for front-line teachers, and prospects for future research. The teaching results show that students' understanding of the concept is more profound and students' scientific literacy has been improved after using learning progressions to guide teaching. This study hopes to form a systematic and feasible learning progressions model about concept teaching, which can provide a reference for front-line teachers' teaching transformation.