从掌握物理理论知识上升到在新的问题情境中应用理论解决问题，这一转变对高中生来说仍存在不小的挑战。2017版《普通高中物理课程标准》提出高中物理课程的核心目标是促进学生物理核心素养的养成和发展，将物理观念、科学思维、科学探究、科学态度与责任等贯穿在教学活动中。建模教学侧重于在课堂教学中训练学生构建模型的技巧和思维。近三十年的研究表明，相比传统教学，建模教学能够培养学生的建模素养，并显著提高学生的问题解决、模型建构等关键能力。因此，本研究将建模教学的理论融入到高中力学教学中，从实施方案、科学评价、教学效果三个方面展开研究，首先制定建模教学的实施方案并用于教学实践，进而围绕如何评价建模教学的实践效果制定了建模能力的评价方案，最后再通过分析教学实践的测评结果给出研究结论和教学建议。
       研究一制定了建模教学的课堂实施方案。通过对国内外已有研究成果的梳理，总结了建模教学的相关理论，进一步界定了建模教学的关键问题、教学目标、实施步骤、适用课题，结合教学实践制定了三个完整的建模教学的实施案例和课堂设计，为建模教学的实践打下基础。
       研究二设计制定了建模教学的评价方案，编制出高中生力学建模能力测试。基于学习进阶理论，制定建模能力的进阶标准，将学生建模能力分成从低到高五个水平，即无建模能力、前建模能力、初步建模能力、科学建模能力、综合性建模能力。通过高中生力学建模能力测试对目标高中的高三年级部分学生进行了检测，测试结果表明该校高三学生的平均建模水平达到了水平3，学生建模能力高低与学生的考试成绩中度相关。同时，建模能力测试比常规的物理考试题更能暴露学生的心智模型，其赋分标准更加科学、灵活，避免了应试化试题的一些弊病，还能引导学生更加关注学习过程和建模能力的培养。
       研究三主要研究了建模教学能否在课堂实践中提升高中力学的课堂教学效果。以目标高中的高一年级4个班的学生为实践对象，进行了为期两个月的课堂实践。教学实践采用对照实验和前后测研究的方法，研究了两个采用建模教学的实验班和两个对照班的物理学业成绩的变化。研究结果表明，建模教学对学生物理学业成绩有一定作用，经历建模教学实践的普通班的教学成绩提升幅度大于重点班，低分段学生的提升幅度比高分段更加显著。
       本研究从理论、实践、评价三个方面论证了建模教学在高中力学教学中全面实施的可行性，研究结果表明建模教学能够在高中物理一线教学的发展中发挥更大的作用，有助于培养学生建构模型的素养和解决问题的能力。因此，本研究建议，高中物理教师应积极探索建模教学在课堂中的应用，以推动教学效果的提升。

  It is a great challenge for senior high students to master theoretical knowledge of physics and apply theories to solve problems in new situations. Traditional physics teaching focuses on imparting physics knowledge and skills, but it is far from enough to cultivate students’ problem-solving ability and scientific thinking quality. In the 2017 edition of Physics Curriculum Standards for General Senior High Schools, it is proposed that Core Competences should be regarded as an important goal of physics teaching, where physics concepts, scientific thinking, experimental inquiry, scientific attitude and responsibility should be integrated into teaching activities from beginning to end.  Modeling instruction puts emphasis on training students’ skills and thinking of model building in classroom teaching. Over the past three decades, studies have shown that modeling instruction can cultivate students’ modeling literacy and significantly improve students' problem-solving ability, compared with traditional teaching. Therefore, this research integrated the modeling instructions’ theories into the teaching practice in mechanics of senior high school, from the implementation plan, scientific evaluation, the teaching effect of the research in three aspects. First of all, this study applied the teaching plans to teaching practice, then made the evaluation scheme of modeling competences on how to evaluate the efficacy of the modeling teaching practice, finally took the analysis of the evaluation results so as to present the research conclusions and suggestions.
  In Research 1, the study clarified the standard patterns and theories of modeling instructions, and worked out a specific implementation plan. By combing and summarizing the existing research and results of modeling instructions at home and abroad, this paper further defined the key issues, teaching objectives, implementation steps and applicable topics of modeling instructions, and formulated three complete implementation cases and teaching design of modeling instructions in combination with teaching practice, which laid a solid foundation for the practice of modeling instructions.
  In Research 2, a scientific evaluation scheme of modeling instructions was designed and formulated, and a mechanics modeling competences test (MMCT) for senior high school students was developed. Based on the theory of learning progression, this paper established the progression standards of modeling competences, which divided students’ modeling competences into five levels from low to high, namely, no modeling competences, pre-modeling competences, preliminary modeling competences, scientific modeling competences, and comprehensive modeling competences. The MMCT results of senior three students show that the average modeling level of senior three students has reached level 3, and the level of students’ modeling competences is moderately correlated with their exam scores. At the same time, the modeling competences test can expose students’ mental models more than the conventional physics examination questions. As the scoring standard of MMCT is more scientific and flexible, it avoids some shortcomings of the exam-oriented questions, and can guide students to pay more attention to the learning process and the cultivation of modeling competences.
  Research 3 studied whether modeling instructions could improve the teaching effect and students’ physics performances in senior high school physics courses in practice. Taking four classes of senior one in our school as the objects of practice, this study detected the changes of students’ physics performances in two experimental classes using modeling instructions compared with two control classes by means of controlled experiment and pre-post-test. The results show that modeling teaching plays a positive role in promoting students' academic performance in physics. At the same time, students’ achievements of ordinary classes who have experienced modeling instructions improves more than that of key classes, and the improvement of students with low subsection is more significant than that of students with high subsection.
  This study demonstrated the feasibility of implementing the model instructions in senior high school mechanics from three aspects: theory, practice and evaluation. The conclusions show that modeling instruction could play a greater role in the development of physics teaching in senior high school, and physics teachers should pay more attention to cultivating students’ model-building competences and comprehensive problem-solving skills. Therefore, this study suggests that high school physics teachers should actively explore the use of modeling instructions in the classrooms, to promote the improvement of teaching efficiency.