为学生认知发展建模：学习进阶十年研究回顾及展望

Model Building for Students，Cognitive Development： A Review of Ten-year Research on Learning Progression

为了改变科学课程学习内容零散且缺乏衔接的现状，学习进阶成为了国际科学教育研究的热点议题。对学习进阶的研究系统追踪学生的认知发展过程，为科学教育中标准设计、课程开发、学业评价和教师培训等多个系统的整合提供了统一框架。基于文献综述并结合自身研究经验，并从学习进阶的定义、进阶研究的基础、进阶研究的模式和研究成果的应用四个方面展开分析讨论后发现：科学教育界对学习进阶内涵理解上的差异逐渐消弭，进阶研究在描述学生认知发展过程上取得了阶段性的成果并在向着精细化发展，在学习进阶中融合知识学习与能力培养、学习进阶与教学实践的交互影响等将是后续研究的核心议题。

Learning progression， which aims at changing the unfocused and disconnected content of science curriculum， is one of the key topics in science education research. The research on learning progression systematically traces students， cognitive development and provides a coherent framework for standard design， curriculum development， student achievement assessment， and teacher professional development in science education. Based on the literature review and the authors， research experience， this study analyzed the definition， research foundation， research model and the application of research findings of learning progression. The results show that ： (1) the definition of learning progression in science education community is reaching a consistency; (2) fruitful outcome has been achieved in describing the developmental process of students， cognitive development， and more and more in-depth studies have been conducted; and (3) the core topic in future research agenda are the integration of knowledge learning and ability fostering in learning progression， and the mutual influence between learning progression and teaching practice.