学科核心素养作为近几年世界范围内的研究热潮，一定程度上是教育质量升级运动的体现。为贯彻党的教育方针、落实立德树人的根本任务，我国推进了以核心素养为导向的课程建设。而模型建构作为物理学科核心素养科学思维方面的一大要素，在课程建设中更是具有重要意义。

本研究整理并选取适宜的科学建模的学习进阶框架，对我国义务教育阶段和高中阶段的课程标准、具代表性的外国国家及地区的课程标准，进行分析并进行简要比较。此后，选取国内影响范围较广的具一定代表意义的初中、高中教材，结合研究框架和课程标准分析结果，对教材中关于模型建构的相对应内容进行比较。最后，根据比较结果，提出相关建议。

整体而言，我国课程标准中涉及模型数量较多，覆盖领域较广；对模型认知体现较为全面，但要求水平相对中等；对模型实践体现存在部分缺失，但要求水平相对更高，尤其强调模型使用。相较于高中阶段，义务教育阶段对模型的要求略低、对模型的介绍数量与内容也均较少，对模型的认知水平要求更为基础。

对于教材呈现效果，无论是初中阶段教材还是高中阶段教材，均对框架各子纬度覆盖较为全面，并在课程标准的基础上进行了丰富与拓展。但由于教材使用大单元设计，大部分模型建构以分散的形式呈现，缺少相互之间的链接；且测试题目一般仅针对对应章节提出的相关模型，指向性过强，导致实际上，教材对于模型的认知与实践水平均存在不足。

初中阶段中，各版本教材水平要求体现较为接近，但在内容的丰富度、学生的实践频率、前沿知识的补充深度上，存在更优的呈现版本；对于高中阶段，各版本教材各有优劣，整体上看来对建模的呈现效果接近。

Subject core literacy, as a worldwide research upsurge in recent years, is to some extent the embodiment of education quality upgrading movement. In order to carry out the Party’s educational policy and implement the fundamental task of cultivating morality and cultivating people, our country has promoted the construction of the curriculum oriented by core accomplishment. As a key element of scientific thinking in physics discipline, model construction is of great significance in curriculum construction.

This research collates and selects the appropriate scientific modeling learning progression framework, analyzes the curriculum standards of China's compulsory education stage and senior high school stage, and the curriculum standards of representative foreign countries and regions, and makes a brief comparison. After that, the author selects representative middle school and high school textbooks with a wide range of influence in China, combines the research framework and the analysis results of curriculum standards, and compares the corresponding contents of model construction in the textbooks.

On the whole, there are more models involved in the curriculum standards in our country, which cover a wide range of fields. The cognition of the model is more comprehensive, but the requirement level is relatively medium; There are some deficiencies in the model practice, but the level of requirements is relatively higher, especially emphasizing the use of models. Compared with the high school stage, the compulsory education stage has slightly lower requirements on the model, and the number and content of the model are also less, and the cognitive level of the model is more basic.

As for the presentation effect of textbooks, both junior middle school textbooks and senior high school textbooks cover all sub-dimensions of the framework in a comprehensive way, and have been enriched and expanded on the basis of curriculum standards. However, there are actually deficiencies in the cognition and practice of the model. In the high school stage, each version of the textbook has its own advantages and disadvantages, and on the whole, it seems that the presentation effect of modeling is close. In junior high school, although the level requirements are close, there are better versions in the richness of content, the frequency of students' practice, and the supplementary depth of cutting-edge knowledge.