本研究是关于力与运动主题所包含的核心概念学习进阶研究，刻画出初中生处于各层级时理解水平的具体表现。 首先综述了国内外对核心概念和学习进阶的研究现状，这一大的主题细分为“运动”、“运动与力的关系”和“力”三个主题概念，把确定的15个核心概念分别归类。结合“力与运动”主题下学生可能存在的迷思概念，展开核心概念学习进阶框架的建构。 选取学生的认知复杂度为进阶变量，依据“事实经验”“映射”“关联”“概念”“整合”五个复杂度层级，参考义务教育物理课程标准和教材的知识内容，分别确定进阶的最高层级、中间层级和最低层级。结合学生可能存在的迷思概念，最后形成预设框架，具体描述出学生处于不同层级对应的表现期望。最终得到的进阶框架和学生的具体表现可以应用到以后的教学实践中去，有助于教师因材施教，对症下药，提高课堂教学的有效性，也能更全面地对学生进行多层次的考查。 通过本文的研究也发现了当前的课程标准和人教版教材中的一些可以改进之处，结合研究的结果，在课程标准、教材编写和一线教学三个方面提出了一些具体的建议。

This paper is about developing a learning progression framework for force and motion in junior middle school students, describing the level of students at all levels to understand the specific performance. This paper first reviews the studies about Learning Progressions and Force and Motion in Physics. Secondly, choose three topic core concepts of Force and Motion: “Motion” “The relation of Force and Motion” and “Force”. Then select cognitive complexity as variables, basing on “Facts”, “Mappings”, “Relations”, “Concepts” “Integration” as well as literature review to define the beginning, the ending and the middle levels. At last, the framework is built. The Framework based on the five complexity levels describes the performance expectations on the three topic core concepts, and presents the possible misconcepts of the corresponding level students. We may estimate the students' cognitive levels and the gap with ideal situations according to the framework.