本研究属于学科能力研究领域的实践研究。提出并论证化学学科能力的构成模型将进一步夯实本领域相关研究的理论基础；描绘出金属元素和氧化还原两个核心知识的学科能力各项指标可以为合理制定学生的化学学科能力发展目标提供依据；分析两大核心知识承载的具体能力要素的差异为课程内容的选择与设计提供依据，为教学内容的分析和教学活动的设计提供新的角度；探查项目班和理科实验班学生的化学学科能力发展现状，首先可以为本研究提出的理论模型提供实证依据，其次可以为项目课程的研究提供实践依据，第三还可以为回答“项目式课程对化学学科能力的哪些要素有影响？”这一问题提供事实依据，进而为课程体系的改革提供参考。通过文献和理论研究，本研究提出化学学科能力由学习理解能力、应用实践能力和创新迁移能力构成，并依据国际上重要的学生学业评价和测试对学科能力的测试框架，制定了具体的测量变量。学习理解能力的测量变量为“记忆”、“信息提取与观察”、“知识关系建构”、“指向知识获得的推理”；应用实践能力划分为“将实际信息与相关知识进行对应”、“利用知识解决实际问题”、“利用已有知识进行推断”、“简单设计”、“计算”、“动手操作”；创新迁移能力的观测变量为“想象创意”、“创意设计”、“基于批判性思考的评价”和“远联系的建立及发现型探究”。本研究构建了化学学科能力的评价模型，将氧化还原和金属元素化合物两个核心知识按照化学学科能力构成模型解构，明晰在具体核心知识上的培养目标，进而开发了高一上学期学生化学学科能力的测评工具。选取了北师大二附中项目班和理科实验班的学生作为样本，对他们的化学学科能力进行测评，同时分析项目式课程的实施情况，用以解释测评结果。结果表明：（1）项目式课程可以提高学生的化学学科能力；（2）项目式课程对学生的创新能力有显著影响，但尚未达标；（3）学生面对不同核心知识时学科能力表现不同；（4）项目式课程对氧化还原知识的学习有更显著的影响；（5）项目式课程的实施还需要不断完善。 在上述结论的基础上，本研究从促进学生化学学科能力发展的视角提出了关于高中课程和教学的一些建议。

This study is the study of practice in the field of academic abilities. In this study, a compositional model of chemistry capabilities was proposed and well demonstrated which will be expected to further reinforce the theoretical basis of this research in the field. Objectives of chemistry abilities in two core subjects, the metal elements and redox chemistry, were depicted and may provide the basis for developing reasonable development goals of students’ chemistry abilities. Differences analysis of the specific capacity requirements of the two core knowledge was also performed in this study and may provide the basis for the selection and design of the course content, and a new perspective for the analysis of teaching content and the design of teaching activities. Further, the chemistry ability development status of both project class and science experimental class was carefully examined which can provide the empirical basis for the proposed theoretical model in this study as well as practical basis for the study of project course, thirdly it can also provide a factual evidence to help answer the important question that "Which elements of chemistry ability will be possibly affected by the project-based curriculum“, and thus provide a reference for the reform of the curriculum system. Based on both literature study and practical study, the author firstly proposed that the ability of chemistry is composed of three key abilities, the ability of learning to understand, the ability to apply knowledge in real world problem and a creative migration ability; further, a set of specific and detailed measurement variables for chemistry ability was developed according to international students academic evaluation system and the test framework of testing subject abilities. For the ability of learning to understand, measurement variables are ‘Memory’, ‘Information Extraction and observation’ ‘Construction of knowledge relationship’, ‘obtain the target knowledge by reasoning’. For the ability to apply knowledge in real world problem, it requires ‘Correspond actual information to related knowledge’, ‘Use knowledge to solve practical problems’, ‘Use existing knowledge to infer unknowns, ‘Smart design’, ‘Calculation’, and ‘Hands on work’. Similarly, measurement variables for creative migration ability are ‘Imaginary creativity’, ‘Creative design’, ‘Evaluation based on the critical thinking’ as well as ‘the establishment of far-connection and the discovery-based inquiry.’ In summary, an evaluation model of chemistry ability was constructed in this study, and was further deconstructed and demonstrated by applying onto the study of two core knowledge, metal elements and redox chemistry. This study helped to clarify the development goals of specific core knowledge, and further developed the assessment tool for chemistry ability of second semester high school chemistry course. Samples in this study were selected from The Second High School Attached to Beijing Normal University, classified as project classes and science experiments. Students’ ability of chemistry was evaluated, and meanwhile the analysis of the implementation of the project course was performed to explain the results of the evaluation. The results showed that: (1) project-based curriculum can improve students’ ability of chemistry; (2) project-based courses have a significant effect on improving students' ability to innovate, but not yet met the standards; (3) students perform differently when exposure to different core knowledge; (4) project-based curriculum have a more significant impact on the learning of redox chemistry than elements and compounds; (5) the implementation of the project-based curriculum needs continuous improvement.On the basis of these conclusions, the author also proposed several suggestions on high school course structures and teaching methods from the perspective of improving students’ ability of chemistry.