本文主要基于已构建的“位移”、“速度”和“加速度”概念的学习进阶框架，进行教学衔接实证研究。主要解决以下两个问题：1)初升高物理教学如何有效衔接？2)以“位移”、“速度”和“加速度”概念为例，如何基于学习进阶框架和教学改进策略进行教学改进？教学改进后效果如何？主要研究的内容和结果如下：

首先，通过文献研究，对比初高中物理教学内容、学生认知特点和学习习惯，发现初高中物理教学衔接存在的“台阶”，根据已有的初高中物理教学衔接策略研究和笔者教学经历，总结初高中物理教学衔接的有效措施。

然后，根据陈佩莹、谢丽璇和穆婕等多人已构建的“位移”、“速度”和“加速度”概念的学习进阶框架，了解学生对这三个概念学习可能存在的迷思概念，做好学情分析。通过文献研究，总结教学改进常用的策略和方法，为教学改进提供理论依据。

最后，以学习进阶框架、教学衔接和教学改进的策略为指导，进行教学改进实证研究。具体过程如下：

1）对新高一学生进行前测，其目的一是了解学生初中学习习惯，为教学衔接做准备；二是确定实验班和对照班最初的基础一样，对照班具有可参照性。

2）针对“位移”、“速度”、“加速度”概念进阶学生可能存在的迷思概念和困难，对实验班教学采取相应的策略方法，进行有针对性的改进。

3）课堂改进结束后，检测教学改进的效果。检测共有三次，第一次是根据“位移”、“速度”、“加速度”概念需要达到的教学目标，进行自主检测，对比实验班和对照班答题情况，分析两个班成绩，得到实验班教学效果更优于对照班。第二次是全校月考，涉及了“位移”“速度”、“加速度”概念的考查，分析两个班总成绩，得到实验班好于对照班，有显著性差异。这两次检测说明教学改进效果明显，学习进阶框架和教学改进策略对教学实践有积极指导作用。第三次是间隔一年多后追踪检测，分析两个班答题情况，与后测1检验结果对比，得到两个班对这三个概念的理解有所发展，但依然存在迷思概念，说明迷思概念的顽固性，进一步实证学习进阶框架描述的迷思概念。

论文最后总结了研究过程存在的不足，反思总结，提出建议和展望。

Based on the constructed learning progression framework of the concepts of "displacement", "velocity" and "acceleration", an empirical research on teaching transition was conducted in this thesis.The following mainly solved the following two questions: 1) How to effectively link up the physics teaching between junior school and senior school ? 2) Taking the concepts of "displacement", "velocity" and "acceleration" as examples, how to improve physics teaching based on learning progression framework and teaching improvement strategies? Is the effectiveness of teaching improvement good or bad? The main research contents and results are as follows:

First of all, the physics teaching contents , students' cognitive characteristics as well as learning habits in junior- high school were compared through literature research and the findings showed that there are "steps" existing in junior -high school physics teaching transition,whose effective strategies were summarized according to the related researches and the author's teaching experience.

After that, according to the misconceptions that students may have while learning the concepts of "displacement", "velocity" and "acceleration" and the framework of learning progression, the author completed the analysis of learning situation. The learning progression framework constructed by Chen Peiying, Xie Lixuan and Mu Jie. Through literature research to summarize the commonly used strategies and methods of teaching improvement to provide a theoretical basis for teaching improvement.

Furthermore, an empirical study on teaching improvement was carried out under the guidance of learning progression framework, teaching transition and teaching improvement strategies. The specific process is as follows:

1）Before the teaching experiment, the new Senior One students were chosen as the subjects to conduct a test, whose purpose was not only to know the learning habits of students in junior high school and prepare for teaching transition, but also to make sure that the initial basis of the experimental class and the control class was the same.

2) Aiming at the misconceptions and difficulties that advanced students had in the concepts of "displacement", "velocity" and "acceleration", corresponding strategies and methods for experimental class teaching were adopted and made targeted improvements.

3) After the improvement of the classroom teaching, check the effectiveness of the teaching improvement. There were three tests in total. The post-test one was based on the teaching objectives that the concepts of "displacement", "velocity", and "acceleration" need to be achieved.The author conducted an autonomic test, compared the results of the experimental class and the control class, analyzed the results of the two classes, and got the findings showing that the teaching effectiveness of the experimental class was better than that of the control class.The post-test two was the whole school monthly exam, which also involved the examination of the concepts of "displacement", "velocity", and "acceleration".The overall scores were analyzed and the results showed that the overall scores of the experimental class was significantly better than that of the control class.These two tests showed that the effectiveness of teaching improvement was obvious, and the learning progression framework and teaching improvement strategies have played a positive guiding role in teaching practice.The post-test three was a track test after more than one year and the answering to the questions of the two classes was analyzed. First, compared with the post-test one, the results showed the two classes have mastered and improved on these three concepts, but there were still misconceptions existing, which can illustrate the stubbornness of misconceptions and also further demonstrate misconceptions described by the learning progression framework.

         Finally, the author summarized and reflected the shortcomings of the research process, putting forward some suggestions and prospects.