普通高中物理课程标准（2017年版）提出物理学科核心素养，并明确将建构模型的意识与能力作为课程目标之一。纵观整个科学史，许多科学家的工作都离不开模型建构的过程，许多重要的科学成果都是以模型的形式呈现的。而心智模型作为个体为实现特定目的所形成的动态的认知结构，具有预测、描述和解释外在情境的功能。从某种意义上说，物理模型是科学家心智模型的外在表征。教师在课程中基于自身心智模型设定课程目标模型，引导学生心智模型向其转变。

本研究基于文本分析，从运动学、静力学与动力学三个角度梳理了高中生机械运动与相互作用的核心概念并绘制了概念图。通过实证研究，发现中学生表现出从能量视角分析运动过程的能力，故补充梳理、绘制了机械能守恒定律部分的核心概念与概念图。

本研究通过梳理和分析国内外机械运动与相互作用前概念和心智模型的相关研究，借鉴Hubber等人的研究思路，以Vosniadou、Hrepic等人的观点作为理论基础，对机械运动与相互作用心智模型的组成要素进行了分析，并借鉴心智模型层级判断矩阵，通过基于DOE模式的实证研究，以抛体运动的实验情境为例，对高一学生机械运动与相互作用心智模型进行了分类。

实证研究以质性研究的方法展开，通过访谈获取录音，再将录音转录为文本资料。对文本资料分析的方法采用Miller & Crabtree总结的模板式。首先预设机械运动与相互作用心智模型的要素与类型，然后借助质性资料分析软件NVivo11对访谈文本资料进行半开放的编码，形成描述性编码，随后通过聚类分析建立描述性编码间的关联，并结合预设抽象总结，形成核心编码，最终对预设做出修正，得到机械运动与相互作用心智模型。

通过以上研究，形成的主要研究结果与结论是：

1.梳理了运动学、静力学、动力学和机械能守恒定律部分的核心概念与规律，并绘制了概念图。

 2.高中生机械运动与相互作用心智模型的要素包括描述情境、理论模型和推理解释，按照各要素所处的水平，将高中生机械运动与相互作用心智模型划分为无模型、经验判断模型、科暇模型与科学模型。

3.学生表现的心智模型是依赖于具体的实验情境的。

4.DOE模式有助于激发学生探究的欲望，促使学生采用多重表征对问题情境做出描述。

The standard of general high school physics curriculum (2017 edition) puts forward the core literacy of physics, and explicitly considers the consciousness and ability to build models as one of the curriculum goals. Throughout the history of science, the work of many scientists is inseparable from the process of model construction, and many important scientific results are presented in the form of models. The mental model, as a dynamic cognitive structure formed by an individual to achieve a specific purpose, has the function of predicting, describing, and explaining external situations. In a sense, a physical model is an external representation of a scientist's mental model. Teachers set the curriculum objective model based on their own mental model in the course, and guide the students' mental model to it.

Based on text analysis, this study sorts out the mechanical movement and force’s core concepts of high school students from three perspectives: kinematics, statics, and dynamics, and draws a conceptual diagram. Through empirical research, it was found that the middle school students showed the ability to analyze the movement process from the perspective of energy. Therefore, the core concepts and conceptual diagrams of the law of conservation of mechanical energy were supplemented and drawn.

In this study, by combing and analysing related researches on the concepts of mechanical motion and force, and mental models at home and abroad, drawing on the research ideas of Hubber et al., Based on the viewpoints of Vosniadou, Hrepic, etc. as the theoretical basis, the elements which constituent the mental models of mechanical motion and force were analyzed, then the srudents’ progression of mental models by Zhang Jing is used to advance the mental model constructed. Through the empirical research based on the DOE model, the experimental situation of the projectile movement is taken as an example to analyze and classify the mental model of mechanical movement and force of the freshman.

The empirical research is carried out by qualitative research. The recordings are obtained through interviews, and the recordings are transcribed into textual materials. The text data analysis method uses the template style summarized by Miller & Crabtree. First preset the elements and types of the mental model of mechanical movement and force, and then use the qualitative data analysis software NVivo11 to semi-open encode the interview text data to form a descriptive code, and then use cluster analysis to establish the association between the descriptive codes Combined with the preset abstract summary, the core code is formed, and the preset is finally modified to obtain the mental model of mechanical movement and force.

Through the above studies, the main research results and conclusions formed are:

1. The core concepts and laws of kinematics, statics, dynamics, and the law of conservation of mechanical energy are sorted out, and a conceptual diagram is drawn.

 2. The elements of a high-school student's mechanical movement and interaction mental model include a description situation, a theoretical model, and an inference explanation. According to the level of each element, the high-school student's mechanical movement and interaction mental model is divided into a no-model, empirical judgment model, Scientific leisure model and scientific model.

3. The mental model of student performance is dependent on the specific experimental situation.

4. The DOE model is helpful to stimulate students' desire for inquiry, and encourages students to use multiple representations to describe problem situations.