伴随围绕着核心素养修订的《普通高中物理课程标准（2017版）》的颁布，促进高中生物理学科核心素养发展成为了当前高中物理教育教学的首要任务，也成为了高中物理教育研究的重要课题。物理学科核心素养是学生通过物理学习而达成的正确价值观念、必备品格和关键能力，其中关键能力是物理学科领域内处于核心地位的、统领物理学习的能力。由此可见，对物理学科关键能力进行细致的研究是高中物理教育教学中落实核心素养的重要基础，对培养与发展物理学科核心素养有重要的理论与现实意义。

本研究在已有的物理学科关键能力研究基础上，首先对已有基于高中物理学科关键能力的表现期望体系进行了检验与修正，然后进行了高中物理学科关键能力的学习进阶研究。 本研究共有七章，内容如下：

第一章是绪论。本章论述了研究背景与意义，本研究在核心素养提出的背景下，通过对高中物理学科关键能力的研究，探索了落实发展学生核心素养教学的途径。之后，基于高中物理学科关键能力提出了研究问题。

第二章是文献综述。本章根据所要研究问题的需要，对相关的研究从三个方面进行了文献综述，其中包括：表现期望的研究综述，物理学科关键能力的研究综述以及学习进阶的相关研究综述。

第三章是研究设计。本章对如何解决研究问题进行了论述。首先，界定了本研究的两个重要概念：表现期望与高中物理学科关键能力。其次，讨论了解决研究问题应进行的具体研究内容以及使用的研究方法。包括基于文献分析法对高中物理学科关键能力表现期望进行检验与修正，以及基于文献分析与量化分析构建高中物理学科关键能力的学习进阶。最后，依据上面的论述，给出了具体的研究流程。

第四章是对现有高中物理学科关键能力表现期望的检验与修正。本章从全面性与准确性两个方面对现有的表现期望体系进行检验与修正。对全面性的检验与修正从物理概念与高中物理学科关键能力两个维度进行。对准确性的检验与修正也分为两个层次，表现期望表述的准确性与使用者对表现期望含义理解的准确性。

第五章是高中物理学科关键能力学习进阶的构建与实证检验。首先基于高中物理学科关键能力相关研究，构建了高中物理学科关键能力学习进阶。将高中物理学科能力分为两个维度：学习输入维度与学习输出维度；将以学习输入与输出能力为学习这两个维度作为进阶变量，学习输入维度按A学习理解能力分为A1、A2、A3三个水平，学习输出维度按B应用实践能力与C迁移创新能力的能力要素划分水平。然后，遵循学习进阶的研究范式开展了实证检验。数据分析发现实证结果支持了学习输入维度的假设，但完全不支持学习输出维度的假设。因此，需要对学习输出维度的进阶变量假设重新构建并检验。

第六章是学习输出维度的修正与检验。本章重新构建了学习输出维度的水平，影响学习输出维度的4个新要素，科学推理，科学论证，模型建构是三个水平要素，质疑创新作为类别要素。建立了三个水平要素的具体水平描述，将质疑创新用于区分学习输出维度中物理学科关键能力要素的类别。为获得有说服力的研究结果，对新的学习输出维度进行了两次检验与修正。数据结果均支持了新的进阶变量水平假设，并确定了输出维度的5个水平及表现。

第七章是研究结论、反思与展望。首先总结了本研究的结论：高中物理学科关键能力表现期望体系已基本具有全面性与准确性，具体修正内容为：修改了一个二级核心概念的名字，将两个二级核心概念合并为一个新的二级核心概念，补充了四个二级核心概念，补充了共17条表现期望，修正了841条（不包含有补充的17条）现有表现期望的表述；构建并检验了高中物理学科关键能力的学习进阶，共分为两个维度：学习输入维度与学习输出维度，学习输入维度以学习输入能力作为进阶变量，共划分了3个水平，学习输出维度以学习输出能力作为进阶变量，共划分了5个水平。最后，基于本研究存在的不足，从7个方面进行了研究反思以及对后续研究的展望。

With the publication of Physics Curriculum Standards for High School (2017), which surround the core literacy, promoting the development of students’ physics core literacy has become the primary task of current high school physics teaching and the important topic of physics education research. Physics core literacy is the correct values, essential character, and key competence that students achieve through the physical learning. The key competence is the central and leading ability of physics learning in the field of physics, so the careful research of physics key ability is an important basis for the implementation of the core literacy in high school physics education, which has important theoretical and practical significance for the cultivation and development of the physics core literacy.

Based on the existing research on the physics key abilities, this study first exam and revises the performance expectation system of the key competence of physics in high school, and then the research of learning progression of the physics key abilities in high school is carried out. This research consists of seven chapters, which are as follows:

The chapter 1 is the introduction. This chapter discusses the background and significance of the research. Under the background of the proposed core literacy, this research explores the ways to implement and develop the teaching of students' core literacy through the research on the physics key abilities in high school. Then, based on the physics key ability in high school, the research question is put forward.

The chapter 2 is the literature review. According to the research questions, this paper mainly reviews the related research from three aspects, including: the research review of performance expectations, the research review of the physics key competence and the research review of learning progression.

The chapter 3 is the research design. This chapter discusses how to solve the research question. Firstly, two concepts in this study: performance expectation and the physics key competence of high school are defined. Then the research content and research methods are discussed. It includes examining and revising the performance expectation of physics key competencies in high school based on literature analysis, and constructing the learning progress of physics key competencies in high school based on literature analysis and quantitative analysis. Finally, the specific research process is given according to the research content.

The chapter 4 is the examination and revision of the performance expectation of the current physics key competence of high school. This chapter needs to examine and revise the existing performance expectation system from two aspects of comprehensiveness and accuracy. The examination and correction of comprehensiveness are carried out from two dimensions: physical concept and the physics key competence in high school. The accuracy is divided into the expression of expectation and the user’s understanding of the meaning of performance expectation.

The chapter 5 is the construction and empirical validation of the learning progression of the physics key competence of high school. The learning progression is divided into two dimensions: learning input dimension and learning output dimension, and the progression variables under each dimension are assumed as the learning input ability and the learning output ability. And according to the key competence elements, the learning input dimension is divided into three levels: A1, A2 and A3 according to A learning and understanding competence, and the learning output dimension is divided into levels according to the competence elements of B application and practice competence and C transfer and innovation competence. Then, the empirical test is carried out according to the research paradigm of learning progression. Based on the data results, validating the progression variable hypothesis of the two dimensions respectively, and the data results supported the hypothesis of the learning input dimension, but did not conform to the hypothesis of the learning output dimension. Therefore, the hypothesis of progression variables in the learning output dimension needs to be reconstructed and validated.

The chapter 6 is the revision and validation of learning output dimension. This chapter reconstruct the level of learning output dimension. Then, confirming four new elements of the learning output dimension. The scientific reasoning, scientific argument, modeling as the three elements of levels, questioning and innovation as the element of category. Constituting the new progression of variable learning output dimensions, and set up the specific level description of the three elements of levels. Questioning and innovation is used to distinguish the categories of elements of physics key competence in the learning output dimension. In order to obtain convincing research results, the new learning output dimension was validated and revised twice. The results support the new hypothesis of the level of progression variables, and determine the five levels of output dimensions and their performance.

The chapter 7 is the research conclusion, reflection and prospect. First, the results of this research are summarized: from two aspects of comprehensiveness and accuracy, examining and revising the current performance expectations of the physics key competence in high school. The specific revision contents are as follows: Modified the name of a second-level core concept, merged two second-level core concepts into a new second-level core concept, added four second-level core concepts, added a total of 17 performance expectations, and revised the expression of 841 current performance expectations (excluding the 17 added ones); constructing and validating the learning progression of physics key competence in high school physics, which is divided into two dimensions: the learning input dimension and the learning output dimension, the learning input dimension takes the learning input ability as the progression variable, were divided into 3 levels, the learning output dimensions takes the output ability as progression variables, were divided into 5 levels. Finally, based on the shortcomings, the research is reflected and prospected of the follow-up research from seven aspects.