微观世界的学习一直是化学学习中的重点和难点。初中生想象力发育尚不成熟，在接触化学初期，难以正确想象微观世界中的化学变化。本研究针对初中化学二年级“物质的组成”部分内容，基于NyARToolkit,Java3D以及Java Media Framework软件包，自主设计开发出一套基于增强现实的学习工具。学生可以通过标签来控制微观粒子的三维模型，完成一系列探究实验，以达到学习目标：掌握组成物质的三种微粒，其微观结构，其构成物质的方法，以及具体实例。 开发出的基于增强现实的学习软件在深圳市梅山中学进行了实证研究，实证研究包括（1）试卷前测；（2）通过增强现实软件完成探究活动，填写探究表格；（3）试卷后测；（4）问卷调查；（5）与教师、学生的简单交流访谈。通过对实证结果的数据分析，本研究总结出以下结论：（1）本增强现实软件作为补充性学习工具其补救性学习效果显著；（2）本增强现实学习软件及探究活动对学习成就较低的同学使用效果好于学习成就较高的同学；（3）被试学生整体上学习态度良好，对本增强现实软件的满意度、认知有用度和认知易用度呈现积极评价；（4）男生对本增强现实软件的评价好于女生；（5）学习态度与学生对增强现实软件的满意度、认知有用度和认知易用度评价呈正相关关系。最后，根据数据分析结果，我们对软件设计与实证设计进行了反思和审查，并提出了一些改进措施和未来展望。

The comprehension of micro worlds has always been the emphasis and difficulty of middle school chemistry course. The imagination capability of middle school students is not mature. At the starting stage of learning chemistry, it’s extremely difficult for them to imagine the chemical changes in micro worlds. This research targeted at the chapter “the composition of materials” in junior high school 2nd grade chemistry syllabus; designed and developed an Augmented Reality (AR) based learning software with NyARToolkit, Java3D and Java Media Framework packages. Students could control virtual models of the particles with markers and complete a series of inquiry-based activities. We expect students to know the 3 particles that could compose materials, understand the structure of each particle, know how they compose materials and name a few specific cases after using the software. The writer further conducted an empirical study with the AR-based software at Meishan Middle School in Shenzhen. The empirical study includes a) pre-test; b) using the AR-based software to complete a series of inquiry-based activities and fulfill a form in groups; c) post-test; d) questionnaire survey; e) communication and interview with students and teachers. The research analyzed the data and made the following conclusion: a) the AR-based learning software works well as a supplemental learning tool, its refreshment effects are remarkable; b) the AR-based learning software works better with high-achieving students than low-achieving students. c) the students tested have a positive learning attitude in general, and present positive evaluation towards the satisfaction, cognitive utility and cognitive accessibility of the software; d) boys are more positive towards the software than girls; e) learning attitudes has a positive linear correlation with the satisfaction level, cognitive utility and cognitive accessibility of the software. Based on these results, the writer reviewed the software design and presented some improving and revising plans.