学习进阶和建模教学作为对学生科学思维培养和物理能力塑造的有效教学方式，两者均是当前的研究热点，一直被世界各国教育工作者关注和研究。本文以郭玉英、姚建欣、张玉峰等人构建的机械运动和力进阶框架为基础，探索了如何将建模教学和学习进阶结合应用于课堂教学中，并通过教学实践评价其有效性。本文的结构如下：

第一章论述本研究的背景、研究问题、研究的意义和研究方法。

第二章是文献综述，通过分析文献，简述了建模教学的内涵、学习进阶的内涵、构建学习进阶，综述了建模教学和学习进阶的研究情况，分析了基于建模的学习进阶教学的可行性。

第三章是机械运动和力的教学准备。首先以课程标准为依据确定了机械运动和力主题的教学内容，围绕教材列出主题内的所有知识点；再次根据郭玉英等构建的机械运动和力学习进阶框架结合学生情况和教学内容补充进阶框架，依据框架编码测评试题以验证框架的合理性，通过学生的测评结果修正确定机械运动和力的学习进阶框架；最后结合框架调整教学顺序并分析了学生每个课题的进阶起点以及基于建模的学习进阶教学的进阶点。

第四章是基于建模的初中物理学习进阶的教学实践。通过学生在教学干预前、后的物理学习情况问卷分析、教学实验前、后测评结果对比以及对学生的访谈，证实教学实践的有效性，并通过具体的教学设计进行说明。

第五章是研究结论与反思。基于建模的初中物理学习进阶教学与传统教学相比，学生对知识的理解和掌握要更深入透彻，学生对科学知识探索的兴趣有明显提升，最后在反思中分析了本研究的不足。

Learning progressions and modeling instruction, as effective teaching methods for cultivating students' scientific thinking and shaping their physical abilities, are both current research hotspots and have been paid attention to and studied by educators around the world. Based on the framework of mechanical motion and force progression constructed by Guo Yuying, Yao Jianxin, and Zhang Yufeng, this paper explores how modeling instruction and learning progression can be combined and applied to classroom teaching, and evaluates their effectiveness through teaching practice. The structure of this paper is as follows.

Chapter 1 discusses the background of this study, the research questions, the significance of the study, and the research methodology.

The second chapter is a literature review, which briefly describes the connotation of modeling instruction, the connotation of learning progression, and the construction of learning progression by analyzing the literature, reviews the research on modeling instruction and learning progression, and analyzes the feasibility of modeling-based learning progression instruction.

Chapter 3 is the preparation for teaching mechanical motion and forces. Firstly, the content of mechanical motion and force is determined based on the curriculum standard, and all the knowledge points in the topic are listed around the textbook; then, the progression framework is supplemented according to the mechanical motion and force learning progression framework constructed by Guo Yuying et al. in combination with the students' situation and teaching content, and the framework is coded with assessment questions to verify the rationality of the framework, and the progression framework of mechanical motion and force learning is determined through the correction of students' assessment results; finally, the teaching sequence is adjusted in combination with the framework and the learning progression framework is analyzed. Finally, the sequence of instruction is adjusted and the starting point of each topic for students and the progression points of modeling-based learning progression instruction are analyzed.

Chapter 4 is a practical approach to modeling-based learning progression in middle school physics. The validity of the teaching practice is confirmed by analyzing students' physics learning before and after the teaching intervention with questionnaires, comparing assessment results before and after the teaching experiment, and interviewing students, and is illustrated by a specific teaching design.

Chapter 5 presents the study conclusions and reflections. Compared with traditional teaching, students' understanding and mastery of knowledge are deeper and more thorough in modeling-based junior high school physics learning progression teaching, and students' interest in scientific knowledge exploration is significantly enhanced, and finally, the shortcomings of this study are analyzed in the reflections.