21世纪以来，我国逐渐将人才培养的焦点放到核心素养上，教育部在2014年指出以培养学生的核心素养为中心的课程改革方向，此后，对义务教育阶段和高中阶段物理课程标准的修订都以培养学生的物理学科核心素养为物理教学的首要目标，物理学科关键则成为了物理学科核心素养的重要组成部分。在最新修订的《义务教育物理课程标准》（2022年版）和《普通高中物理课程标准》（2020年版）中，分别增加了物理学业水平标准和物理学业质量水平标准，对基于标准的学业评价提出了新的挑战。同时，现行的中考和高考的学业水平等级设置方式仍存在不足，因此，基于物理学科关键能力划分学生的物理学业水平不仅可以顺应课程改革对培养学生核心素养的要求，也可以为教育研究中的水平划分提供参考，具有理论和现实意义。本研究基于物理学科关键能力，利用课题组的测试数据库，通过对大量的初二到高三年级测试数据的分析，划分了初中物理学业水平、高中物理学业水平和中学物理水平。

本研究共七章，每章的具体内容如下：

第一章是绪论。本章介绍了研究背景，在此基础上提出了研究问题，并说明了研究意义。

第二章是文献综述。本章针对研究问题对已有研究进行了梳理与综述，并主要包括以下三个方面：物理学科关键能力的研究综述、中学物理学业水平的研究综述和Rasch模型的研究综述。

第三章是研究设计。本章界定了本研究中的重要概念，根据研究问题阐述了研究内容，并展示了研究的整体思路与研究需使用的方法和工具。

第四章是基于物理学科关键能力的初中物理学业水平的划分研究。本章首先基于物理学科关键能力对初中测试项目进行了编码，并对编码结果进行了检验；接下来借助Winsteps软件，通过等值设计链接起了初中的17套试卷，依据编码单元的难度值排序得到了初中的试题手册，根据编码单元数量集中趋势完成了第一轮水平的粗划分；随后通过Bookmark法确定了水平之间分界点的具体位置；最后根据基于物理学科关键能力的初中物理学业水平对分析样本进行了评价，并给出了初中物理学科关键能力表现期望在初中物理学业水平上的分布情况。

第五章是基于物理学科关键能力的高中物理学业水平的划分研究。本章介绍了基于物理学科关键能力的高中测试项目的编码及编码结果的检验，并对高中物理学科知识目标图谱进行了修正与补充；在Winsteps软件中通过等值设计链接了高中的17套试卷，依据编码单元的难度值排序得到了高中的试题手册，并根据编码单元数量集中趋势进行了第一轮水平的粗划分；接下来通过Bookmark法确定了水平之间分界点的具体位置；最后根据基于物理学科关键能力的高中物理学业水平对分析样本进行了评价，并给出了高中物理学科关键能力表现期望在高中物理学业水平上的分布情况。

第六章是基于物理学科关键能力的中学物理水平的划分研究。本章首先分析了基于物理学科关键能力的初、高中学习目标图谱在核心概念和表现期望上的交叠情况；在Winsteps软件中通过等值设计将初中和高中共34套试卷链接起来，得到了中学阶段整体的试题手册，并完成了第一轮水平划分；随后在利用Bookmark法确定了水平之间分界点的具体位置的基础上，根据基于物理学科关键能力的中学物理水平对分析样本进行了评价；最后，分析了中学物理水平与初、高中物理学业水平之间的关系。

第七章是结论与反思。本章对整个研究的结论进行了梳理，反思了研究中存在的不足，并对未来的研究进行了展望。

Since the 21st century, China has gradually put the focus of talent training on core literacy. In 2014, the Ministry of Education pointed out the direction of curriculum reform centered on cultivating students' core literacy. Since then, the revision of physics curriculum standards in compulsory education and high school has taken cultivating students' core literacy of physics as the primary goal of physics teaching. The key of physics has become an important part of the core accomplishment of physics. In the latest revision of Physics Curriculum Standards for Compulsory Education (2022 edition) and Physics Curriculum Standards for Senior High School (2020 edition), physics academic level standards and physics academic quality standards have been added respectively, posing new challenges to academic evaluation based on standards. At the same time, the current high school entrance examination and college entrance examination still have deficiencies in the setting of academic level. Therefore, the division of students' academic level based on the key ability of physics can not only comply with the requirements of curriculum reform to cultivate students' core literacy, but also provide reference for the division of levels in educational research, which has theoretical and practical significance. Based on the key ability of physics, this study uses the test database of the research group to analyze a large number of test data from grade two to grade three, and divides the academic level of physics in junior high school, senior high school and middle school.

This study consists of seven chapters, each of which contains the following contents:

Chapter 1 is the introduction. This chapter introduces the research background, proposes the research question and explains the research significance.

Chapter 2 is literature review. In view of the research problems, this chapter combs and summarizes the existing researches, and mainly includes the following three aspects: the research review of the key ability of physics, the research review of the academic level of middle school physics and the research review of the Rasch model.

Chapter 3 is the research design. This chapter defines the important concepts in this research, elaborates the research content according to the research questions, and shows the overall idea of the research and the methods and tools to be used in the research.

Chapter 4 is based on physics key ability of junior high school physics level division research. This chapter firstly codes the test items of junior middle school based on the key ability of physics, and verifies the coding results. Next, with the help of Winsteps software, 17 sets of test papers of junior high school were linked through equivalent design, and the test manual of junior high school was obtained according to the difficulty value of the coding unit, and the first round of level division was completed according to the central trend of the number of coding units. Then the Bookmark method is used to determine the specific position of the boundary point between the levels; Finally, the analysis samples are evaluated according to the academic level of junior high school physics based on the key ability of physics, and the distribution of the expected performance of the key ability of junior high school physics is given.

Chapter 5 is based on the key ability of physics in high school physics level division research. This chapter introduces the coding of high school test items based on the key abilities of physics and the verification of the coding results, and revises and supplements the knowledge target map of high school physics. In Winsteps software, 17 sets of high school test papers are linked through equivalent design, and the test manual of high school is obtained according to the difficulty value of coding units, and the first round of level rough division is carried out according to the central trend of the number of coding units. Next, the Bookmark method is used to determine the specific position of the boundary point between the levels; Finally, the analysis samples are evaluated according to the academic level of high school physics based on the key ability of physics, and the distribution of the expected performance of the key ability of high school physics is given.

Chapter 6 is based on the key ability of physics in middle school physics level division research. This chapter firstly analyzes the overlap of the core concepts and performance expectations of the learning goal maps of junior and senior high schools based on the key abilities of physics. In Winsteps software, a total of 34 sets of middle school and high school papers are linked through equivalent design, and the whole question manual of middle school is obtained, and the first round of level division is completed. Then, on the basis of determining the specific location of the boundary point between the levels by the Bookmark method, the analysis samples were evaluated according to the physics level of middle school based on the key ability of physics. Finally, the relationship between middle school physics level and junior and senior high school physics level is analyzed.

Chapter 7 is conclusion and reflection. This chapter reviews the conclusion of the whole research, reflects on the shortcomings of the research, and looks forward to the future research.