目前，我国高中物理基于课程标准进行的多种教学改革已开展有十多年之久，目前面临的一个问题是模块教学（选择性学习）、分科学习使得学生学习变得碎片化，一定程度上影响了学生的思维能力、复杂问题的解决能力，学习进阶作为近年来教育发展的新理念，探究学生在学习过程中的学习路径，通过帮助学生寻找学习上的踏脚点进而更好的理解掌握知识，这种教学模式可以解决模块教学和分科学习带来的不足。本文在学习进阶的指导下，秉承“少而精”的科学课程设计理念，通过实证研究的方法建构了关于高中光学的学习进阶，并对物理学科高中光学主题下的相关知识进行整合，以期改善现有教学手段并对一线教学、评价有一定的参考。

本研究主要分成四个部分：一是综述了学习进阶理论，从学习进阶的定义、要素、国内外研究结果、研究方法和最新进展等方面梳理了学习进阶的研究理论基础；二是结合一线教师教学经验、课标分析、文献研究确定本文研究的核心概念以及一些下位的重要概念；三是通过对高中光学中的核心概念进行学习期望设定，使用学习进阶的方式将其合理的串联起来，形成一套完整的教学框架设计，再根据设定的学习期望设计相对应的测试问卷，对学生的实际认知水平展开调查；四是对高中光学主题教学进行实证研究，根据测验结果分析，确定学生达到的对相关光学知识的理解水平来进一步检验框架设置的合理性以及层级划分的有效性，与此同时完善高中光学概念图并对学习进阶框架进行改进调整。

最后，依据的本文测评结果提出一些具有参考价值的教学建议，以期对一线教师教学活动提供一定的理论实践参考。

At present, many kinds of teaching reforms based on curriculum standards have been carried out in senior high school physics for more than ten years. At present, one of the problems faced is that modular teaching (selective learning) and subject based learning make students' learning fragmented, which to a certain extent affects students' thinking ability and the ability to solve complex problems. Learning Progressions as a new concept of education development in recent years, to explore the learning path of students in the learning process, and to help students find a foothold in learning to better understand and master knowledge, this teaching mode can solve the shortcomings of module teaching and branch learning. Under the guidance of advanced learning, adhering to the concept of "less and better" science curriculum design, this paper constructs the Learning Progressions of optics in senior high school through empirical research methods, and integrates the relevant knowledge under the subject of optics in senior high school physics, in order to improve the existing teaching methods and have a certain reference for front-line teaching and evaluation.

This research is mainly divided into four parts: first, it summarizes the Learning Progressions theory, combing the theoretical basis of Learning Progressions research from the definition, elements, research results at home and abroad, research methods and the latest progress of Learning Progressions; second, it combines the teaching experience of front-line teachers, curriculum analysis, literature research to determine the core concepts of this study and some important concepts below; The third is to set the learning expectation of the core concepts in senior high school optics, connect them reasonably in the way of Learning Progressions, form a complete teaching framework design, and then design the corresponding test questionnaire according to the set learning expectation to investigate the actual recognition level of students; the fourth is to carry out empirical research on the optical theme teaching in senior high school, according to the test conclusion results analysis, to determine the level of students' understanding of the relevant optical knowledge to further test the rationality of the framework setting and the effectiveness of hierarchical division, while improving the high school optical concept map and adjusting the Learning Progressions framework.

Finally, based on the evaluation results of this paper, some teaching suggestions with reference value are put forward, in order to provide some theoretical and practical reference for front-line teachers' teaching activities.