本研究选取《普通高中物理课程标准（2017年版2020年修订）》提出的物理学科核心素养中科学探究维度下的“证据”要素作为研究对象，关注高中生基于物理实验的证据获取能力，主要分为证据获取能力结构的建构、证据获取能力的测量与测量结果的分析三个部分。
能力结构的建构部分，基于文献梳理的结果，运用基本要素特征分析法初步建构了证据获取能力结构，包括3个实验阶段下的13个能力要素。通过专家咨询法，邀请12名学科专家提出修改意见，初步修正为2个实验阶段下的10个能力要素。运用混合研究法，通过调查问卷向更多物理教育研究从业者进一步征求修改意见，并量化评价各能力要素对证据获取能力的重要性，发现提出的能力要素全面、结构合适。通过主成分分析的方法进行因子分析，将10个能力要素抽取出3个主成分，分别命名为实验完成能力、证据管理能力、实验创新能力。运用多种手段检验因子分析结果的信效度，发现能力结构可信、有效。最后运用层次分析法计算各能力要素的权重，划分了能力要素的重要性层级。
测量的设计与实施部分，根据中学一线教学实际进度与新课标的要求，选取了《探究弹簧弹力与形变量的关系》、《探究加速度与物体受力、物体质量的关系》与《测量金属丝的电阻率》三个实验主题进行测量，并结合教材、标准文件、研究文献等材料分析了三个实验的内容要求，并基于此设计了相应的测量题目与观察指标，其中实验设计能力的测量采用纸笔测试或访谈的形式，使用文本分析表进行5级评级；实验操作能力的测量采用现场操作测试的形式，使用操作评价表进行5级评级。通过对18名学生的试测、试评，确保了问题设计的可行性、观察指标与评级标准的可操作性，随后对来自北京市两所不同中学的56名学生进行正式测量并评分。评分过程通过计算Cohen's Kappa值，证明了评分的有效性。
测量结果的统计与分析部分，三次实验测量的学生总分均满足正态分布，说明样本选取具有代表性。相同学生在两次测量中的表现具有显著相关性，反映出测量具有较好的效度。《探究弹簧弹力与形变量的关系》、《探究加速度与物体受力、物体质量的关系》和《测量金属丝的电阻率》三个实验测量中的总分平均值为72.84、64.71和66.09，说明高中生在简单实验中表现出的证据获取能力能达到较好水平，在复杂实验中能达到合格水平，但均有一定的提升空间。对学生在每个能力要素下表现出的问题进行分类汇总，可分为认知类、陌生类和态度类等三类，其中态度类问题最为多发。随着学生学习的进展，认知类问题和态度类问题的成因会发生转变，陌生类问题则变化不明显。
最后，在课程设置、教育理念、学生发展等方面提出了教学实践建议，并进行了后续研究的展望。

This study selects the "evidence" element under the dimension of scientific inquiry in the Key Competencies of physics discipline proposed in the physics curriculum standard of senior high school (2017 edition, 2020 Revision) as the research object, and focuses on the evidence acquisition ability based on physical experiments of senior high school students. It is mainly divided into three parts: the construction of the structure of evidence acquisition ability, the measurement of evidence acquisition ability and the analysis of measurement results.
In the construction part of ability structure, based on the results of literature review, the basic element feature analysis method is used to preliminarily construct the ability structure of evidence acquisition, including 13 ability elements in three experimental stages. Through the expert consultation method, 12 discipline experts were invited to put forward modification opinions, which were preliminarily revised to 10 ability elements under two experimental stages. Using the mixed research method, further solicit modification opinions from more physics education and research practitioners through the questionnaire, quantitatively evaluate the importance of each ability element to the ability of evidence acquisition, and find that the proposed ability element is comprehensive and the structure is appropriate. The factor analysis is carried out by the method of principal component analysis. Three principal components are extracted from 10 ability elements and named as experiment completion ability, evidence management ability and experiment innovation ability respectively. Using a variety of means to test the reliability and validity of factor analysis results, it is found that the ability structure is credible and effective. Finally, the weight of each capability element is calculated by analytic hierarchy process, and the importance level of capability elements is divided.
In the design and implementation part of measurement, according to the actual progress of front-line teaching in middle school and the requirements of the new curriculum standard, three experimental themes are selected for measurement: exploring the relationship between spring force and shape variable, exploring the relationship between acceleration and object force and object mass, and measuring the resistivity of metal wire. The content requirements of the three experiments are analyzed in combination with teaching materials, standard documents, research literature and other materials. Based on that, the corresponding measurement topics and observation indexes are designed. The measurement of experimental design ability adopts the form of paper and pen test or interview, and the text analysis table is used for 5-level rating; The experimental operation ability is measured in the form of on-site operation test, and the operation evaluation table is used for Grade 5 rating. Through the test and evaluation of 18 students, the feasibility of problem design and the operability of observation indicators and rating standards are ensured. Then, 56 students from two different middle schools in Beijing are formally measured and graded. The scoring process proves the effectiveness of scoring by calculating Cohen's kappa.
In the statistics and analysis part of the measurement results, the total scores of students measured in the three experiments meet the normal distribution, indicating that the sample selection is representative. The performance of the same students in the two measurements has significant correlation, which reflects that the measurement has good validity. The average total scores in the three experimental measurements of "exploring the relationship between spring force and shape variable", "exploring the relationship between acceleration and object force and object mass" and "measuring the resistivity of metal wire" are 72.84, 64.71 and 66.09, indicating that the evidence acquisition ability of senior high school students can reach a good level in simple experiments and a qualified level in complex experiments, but there is some room for improvement. The problems of students under each ability element are classified and summarized, which can be divided into three categories: cognition, strangeness and attitude, among which attitude problems are the most common. With the progress of students' learning, the causes of cognitive problems and attitude problems will change, while unfamiliar problems will not change significantly.
Finally, it puts forward teaching practice suggestions in the aspects of curriculum, educational concept and student development, and prospects the follow-up research.