建构高中化学“变化观念与平衡思想”学科核心素养的系统构成模型，明晰其内涵实质，刻画与教学内容相匹配的学习进阶模型，对开展素养导向的“教-学-评”具有指导意义。

本研究通过分析学科核心素养内涵的相关文献，确定以学科知识、外在表现（学科能力活动及其表现）、认知要求（认识方式）及问题情境作为素养内涵模型的构成要素。以学科能力四维模型作为本研究的理论依据，认为素养是学生在面对复杂、不确定问题时所表现出来的综合品质，其中的关键是学科能力，研究对象和学科能力活动是功能对象，学科能力活动表现是外在表现，认识方式（认识角度、认识方式类型）是内在机制，学科核心知识与活动经验是知识基础。通过对标2017年版高中化学课标，本研究概括了“变化观念与平衡思想”学科核心素养的研究对象、外在表现、内在机制与知识基础，建构了系统构成模型，明确了素养内涵，依据课标“变化观念与平衡思想”素养的4个水平，以学科能力活动和认识方式为进阶变量，对课标的素养水平进行细化，构建素养和素养子内涵的学习进阶水平，提出了相关主题的表现指标。

根据学习进阶模型与表现指标，从已有试题中选取与之相关的试题，组成测试工具，在不同学期节点实施测试。利用单维Rasch模型对测试工具质量进行检验，试题和样本信度良好，符合测评要求。基于实际结果对预设变量进行验证，从而修正学习进阶假设模型。

依据理论和实证研究，本研究的高中化学“变化观念与平衡思想”学科核心素养学习进阶是对课标的4个素养水平的细化，且最终确定为5个水平，并对每个进阶水平进行了概括和描述。结合实际教学内容和时间安排，本研究认为学生从高一入学前到高一第一学期，发生从水平1到水平2和水平3的进阶；从高一第一学期到高一第二学期，水平保持不变；从高一第二学期到高二第一学期，发生从水平2或水平3到水平3或水平4的进阶。

此外，本研究还描述了学生在不同学期节点“变化观念与平衡思想”的具体表现现状。从进阶水平分布来看，24.13%的学生处于水平1，30.32%的学生处于水平2，26.79%的学生处于水平3，15.49%的学生处于水平4，3.27%的学生处于水平5，换言之，接近57%的学生处于本研究划分的水平2和水平3，说明高中阶段学生“变化观念与平衡思想”整体水平处于课标提出的素养水平2。从学科能力活动来看，学生在应用实践（B）和迁移创新（C）两类高阶能力活动的表现欠佳。从认识角度内涵和数量来看，学生在单角度调用物质变化、能量变化、反应方向、反应速率和反应限度的一级及二级角度上表现尚可，但在调用“化合价+类别通性”“电子转移+装置”“方向+限度+速率”等多角度时表现不佳；从认识方式类型来看，大部分学生具有的认识方式类型为微观、定性、单要素系统/关联和静止，极少学生具有宏微结合、动态、多要素系统等高水平的认识方式类型。总体来看，从高一入学至高二第一学期，学生能力值在稳步提升，即学生“变化观念与平衡思想”学科核心素养水平也在逐步提高。

综上，本研究围绕高中化学学生“变化观念与平衡思想”学科核心素养，对其系统构成与学习进阶模型展开了探索，并对“变化观念与平衡思想”的课程、教学和测评提出了建议。

The guiding significance is embodied in carrying out the literacy-oriented "teaching-learning-evaluation" through the construction of the systematic composition model of the core literacy of "change-concept and balance-thought"(CCBT) in high school chemistry, the clarification of its connotation and essence, as well as the depiction of the learning progression matching the teaching content.

The relevant literature on the connotation of disciplinary core literacy is analyzed, in which the discipline knowledge, external performance (disciplinary competence activities and their performance), cognitive requirements (cognitive mode) and problem situation are determined to be the constituent elements of the connotation model of literacy. The four-dimensional model of disciplinary competence is taken as the theoretical basis of this study. The literacy is considered to be the comprehensive quality of students in the face of complex and uncertain problems. The disciplinary competence is the key, the research object and disciplinary competence activities are functional objects, the expression of disciplinary competence activities is external performance,  cognitive mode (cognitive perspectives and patterns) is internal mechanism, the core knowledge and activity experience of discipline are the knowledge basis. In line with the 2017 high school chemistry curriculum standard, the research object, external performance, connotation essence and knowledge base of CCBT are summarized, a system composition model is constructed and the connotation of literacy is clarified. According to the four levels of CCBT in the curriculum standard, the disciplinary competence activities and cognitive mode are taken as advanced variables to refine the literacy level of curriculum standards. The learning progression level of CCBT and literacy connotation is constructed, and the performance indicators of related topics are proposed. 

The learning progression model and performance indicators are used to select the test questions related to CCBT from the existing test questions, so a test tool is formed and the test at different semester nodes is implemented. The Rasch model is adopted to test the quality of test tools. Then, it is found that the reliability of test questions and samples is good, so the evaluation requirements are satisfied. According to the actual results, the further verification on the preset advanced variables is conducted, and the theoretical hypothesis model of learning progression is modified.

In line with the theoretical and empirical research, after refining CCBT level of the curriculum standard, five levels are finally determined, in which the summary and description on each level are conducted. Based on the actual teaching content and time arrangement, it is believed that students have advanced from level 1 to level 2 and level 3 from before entering the high school learning to the first semester of freshmen. The advanced level remains unchanged from the first semester of freshmen to the second semester of freshmen. The advanced level is from level 2 or level 3 to level 3 or level 4 from the second semester of freshmen to the first semester of sophomores.

In addition, the specific performance status of students' CCBT at different semester nodes are described in this study. From the distribution of all levels, 24.13% of students are at level 1, 30.32% at level 2, 26.79% at Level 3, 15.49% at level 4 and 3.27% at level 5. To put it simply, there are nearly 57% of the students being at level 2 and level 3 divided in this research. Therefore, the overall level of CCBT of high school students is at level 2 of literacy proposed in the curriculum standard is shown. In the aspect of disciplinary competence activities, students have poor performance in two kinds of high-level competence activities: such as applying(B) and transferring & innovating (C). In the aspect of cognitive perspective connotation and quantity, it is found that students have obtained good performance in the primary and secondary perspectives of single-perspective material change, energy change, reaction direction, reaction rate and reaction equilibrium, who perform poorly in "valence + category generality", "electron transfer + device", "direction + equilibrium + rate" and other perspectives. In the aspect of cognitive patterns, it is found that most students have micro, qualitative, single-factor system/correlation and static cognitive patterns, while there are few students having high-level cognitive patterns such as macro and micro combination, dynamic and multi-factor system. In general, the students' ability value is steadily improving from the first semester of freshmen to the first semester of sophomores, that is, the gradual improvement of the students' CCBT can also be seen.

Based on the above analysis, the system composition and learning progression model of high school chemistry students' CCBT are explored. Besides, the suggestions on the curriculum, teaching and evaluation of CCBT are proposed.