ICAP（Interactive、Constructive、Active、Passive）理论起源于DOLA分类法，Chi于2014年正式提出ICAP理论框架，其根据学生表现的学习行为区分四种参与活动的行为类型，每种行为类型对应一种可区分的知识变化过程，并通过大量相关研究发现被动（Passive）活动-主动（Active）活动-建设（Constructive）活动-交互（Interactive）活动的学习效果是逐级增加的。鉴于《义务教育生物学课程标准（2022年版）》提出核心素养和概念建构在初中生物学教学中的重要性，其教学要求与ICAP理论倡导的学习活动要求相符，而学生的科学概念理解水平可以反应其科学概念建构的结果。目前有相关研究将ICAP理论应用于课堂观察、教师提问质量改善等方面，但暂无研究探究不同课堂活动类型对学生科学概念理解水平的具体影响，且尚未将ICAP理论应用于初中生物教学实践研究。

基于上述背景，本研究基于科学概念理解的视角，探讨ICAP理论框架在初中生物课堂活动的设计与实施效果及其对学生科学概念理解水平的影响。本研究基于ICAP理论和SOLO分类理论，制定课堂活动-学生科学概念理解水平评价指标体系，通过该评价指标体系对四位初一生物教师运用ICAP理论教学前后的课堂活动及学生的活动反馈进行编码分析，并基于SOLO理论改编中考题与TIMSS测试题以作为学生科学概念理解后测试题，分析课堂活动类型对学生科学概念理解水平的影响。

研究结果显示，在四位教师未运用ICAP教学的课堂中，课堂活动主要是主动活动和被动活动，均无交互活动；在四位教师运用ICAP理论教学后，被动活动总体数量减少，主动活动转化为了更多的建设活动，同时出现了少量的交互活动；学生在教师运用ICAP教学课堂活动中的反馈显示其科学概念理解水平得到了提升，整体从集中在无法观测和单点结构水平提升到集中在多点结构水平，且出现了更多的关联结构水平和扩展抽象结构水平；深圳Y初中两名教师所授学生在教师运用ICAP教学的概念主题得分率优于未运用ICAP教学的概念主题，学生SOLO水平在前结构和关联结构水平减少，单点、多点和扩展抽象结构水平增加；北京X初中两名教师所授学生在教师运用ICAP教学概念主题中得分率低于未运用ICAP教学的概念主题，SOLO水平在关联结构和扩展抽象结构显示出提升的可能。综上所述，本研究认为ICAP理论框架有助于优化初中生物课堂活动的设计与实施，进而促进学生对科学概念的建构和理解。但本研究在ICAP培训、研究样本和后测试题等方面存在不足，期望在未来研究中解决以上问题。

The ICAP (Interactive, Constructive, Active, Passive) theory originated from the DOLA classification system, which was formally proposed by Chi in 2014. It distinguishes four types of learning behavior based on students' learning behaviors and associates each type of behavior with a distinct knowledge change process. The study found that the learning effects of passive, active, constructive, and interactive  activities are progressively increased through a large number of related research. Given that the new version of the Junior High School Biology Course Standards (2022 Edition) emphasizes the importance of core competencies and concept construction in junior high school biology teaching, its teaching requirements are consistent with the learning activity requirements advocated by the ICAP theory. Students' levels of understanding of scientific concepts can reflect the results of their concept construction. There have been some studies that apply the ICAP theory to classroom observation and the improvement of teachers' questioning quality, but there has been no research that explores the specific impact of different types of classroom activities on students' levels of understanding of scientific concepts, and the ICAP theory has not yet been applied to the practical study of junior high school biology teaching.

In view of the above background, this study explores the design and implementation effects of the ICAP theory framework in junior high school biology classroom activities and their impact on students' levels of understanding of scientific concepts. This study is based on the ICAP theory and the SOLO classification theory, and a set of evaluation indicators for classroom activities and students' understanding of scientific concepts is developed. The evaluation indicators are used to analyze the classroom activities and the feedback from students in four junior one biology classes before and after the teachers applied the ICAP theory, and the TIMSS test questions and the revised middle school entrance examination questions are used as post-test questions to analyze the impact of classroom activities on students' understanding of scientific concepts.

The results show that in the four classes where the teachers did not apply the ICAP theory, the classroom activities were mainly active and passive activities, with no interactive activities. After the teachers applied the ICAP theory, the number of passive activities decreased overall, and active activities were transformed into more construction activities, and there were also a few interactive activities. The feedback from students in the classroom activities where the teachers applied the ICAP theory shows that their understanding of scientific concepts has improved, with the overall level moving from concentrating on unobservable and single-point structures to concentrating on multi-point structures, and there being more relational and extended abstract structures. In Shenzhen Y Middle School, two teachers' students scored higher in the concept theme of ICAP teaching than those who did not use ICAP teaching, and their SOLO levels decreased in the pre-structure and association structure levels, and increased in the single point, multi-point, and expanded abstract structure levels. In Beijing X Middle School, students taught by two teachers scored lower in the concept theme of ICAP teaching than those who did not use ICAP teaching, and their SOLO levels showed an improvement in the association structure and expanded abstract structure. In summary, this study believes that the ICAP theoretical framework is helpful in optimizing the design and implementation of middle school biology classroom activities, thereby promoting students' construction and understanding of scientific concepts. However, this study has limitations in terms of ICAP training, research sample, and post-test questions, and it is hoped that these problems will be resolved in future research.