科学教育的目标是让学生掌握知识基础以及发展学生的科学思维能力，而科学思维的核心在于科学推理能力。我国2018年初颁布的《普通高中物理课程标准（2017年版）》也将科学推理能力写入培养目标。由此可见，提高科学推理能力是发展学生核心素养的重要组成部分。但在长期应试教育的影响下，这一能力又要如何进行培养。针对这一问题，本研究进行了理论和实践方面的研究，主要形成以下的结论：

理论研究方面，本研究形成了“基于情境认知促进高中生科学推理能力提升的教学模式”。研究首先确定了情境教学的五大环节要素（问题，探究，合作，应用与评估）并将每一环节的任务细化给教师和学生，从而形成情境教学的操作流程，接着研究确定了科学推理的四步操作流程（假设-预测-观察-结论），最后结合这两方面的研究成果形成了新教学模式的六大教学环节要素（观念性问题、科学推理式探究活动、说服性合作讨论、解释与细化、应用与方法迁移、评估与反思），以及每一环节的操作流程。研究中特别加入了“观念性问题”，这一环节是为解决核心素养中物理观念的培养问题所提出的。另外，“科学推理式探究活动”环节的操作方式采用以科学推理的四步操作流程为依据的问题串进行，解决了一般教学模式中探究活动描述笼统，忽略学生认知过程的问题。

实践研究方面，本研究将“基于情境认知促进高中生科学推理能力提升的教学模式”应用于人教版物理必修一“牛顿运动定律”一章的课堂教学之中，通过课堂教学效果以及试卷测评分析发现，该教学模式可以提高学生的科学推理能力，且在帮助学生选择有效证据，使用科学推理的完整性上具有一定的优势。但学生的初始能力会对教学效果产生影响，初始能力越强，教学效果越好。

另外，为解决实践研究中测试题的编制问题，本研究形成了科学推理能力的学习进阶框架。研究首先形成科学推理能力的培养框架（证据，原理，逻辑，结论），基于对要素的分析，最终形成了科学推理能力的测评框架。

 Science education's goal is to make students master knowledge base and the development of the scientific thinking ability of students, and the core of scientific thinking is scientific reasoning. The curriculum standards for general high school physics (2017 edition) issued by China at the beginning of 2018 also included scientific reasoning ability into the training target. Therefore, improving scientific reasoning ability is an important part of developing students' core qualities. But under the influence of long-term exam-oriented education, how to cultivate this ability? In view of this problem, this study conducted theoretical and practical research and mainly formed the following conclusions :

In terms of theoretical research, this study has formed a "teaching model based on situated cognition to promote the improvement of high school students' scientific reasoning ability". The study first identified the five elements of situated teaching (problem, inquiry, cooperation, application and evaluation) and refined the tasks of each link to teachers and students, thus forming the operational process of situated teaching. Then it determined the four-step operational process of scientific reasoning (hypothesis-prediction-observation-conclusion). Finally, combined with the research results of these two aspects, it formed the six elements of the new teaching model (conceptual problems, scientific reasoning inquiry activities, persuasive cooperative discussion, explanation and refinement, application and method transfer, evaluation and reflection), as well as the operational process of each link. Especially in the study joined the "conceptual problem", this part is proposed to solve the problem of the cultivation of the core literacy of physical conception. In addition, the operation mode of "scientific reasoning inquiry activities" adopts the problem series based on the four-step operation process of scientific reasoning, which solves the problem that the general description of inquiry activities in the general teaching mode ignores the cognitive process of students.

In terms of practical research, this study applies "teaching model based on situated cognition to promote the improvement of high school students' scientific reasoning ability" to the classroom teaching in the chapter of "Newton's law of motion", a compulsory course of human education edition physics. Through the analysis of classroom teaching effect and examination paper, it is found that this teaching mode can improve students' scientific reasoning ability, and has certain advantages in helping students select effective evidence and use the integrity of scientific reasoning. However, students' initial ability will affect the teaching effect. The stronger the initial ability is, the better the teaching effect will be.

In addition, in order to solve the problem of compiling test questions in practical research, this study forms a learning framework of scientific reasoning ability. The research firstly forms the cultivation framework of scientific reasoning ability (evidence, principle, logic and conclusion), and finally forms the evaluation framework of scientific reasoning ability based on the analysis of factors.