【摘要】 随着学科核心概念学习的逐渐深入，学生对概念表现出不同的理解水平并产生相应的错误概念。以化学键概念理解为例，基于Rasch模型开发了包含6个二段式测试题的“化学键概念表征量表”,并用该量表对高中生进行了测评。研究结果显示：(1)化学键概念存在结构、过程、相互作用等3个难度递增的理解水平；(2)随着学生概念理解水平的上升，会产生相应水平的错误概念；(3)学生对概念理解的图形表征和语言表征水平存在不一致现象。基于此，提出教师应践行“教-学-评一体化”教学理念；应开展概念转变的教学；应利用现代信息技术支持学生理解科学概念等建议。更多还原

【Abstract】 With the gradual deepening of conceptual learning, students show different levels of the conceptual understanding and produce the corresponding misconceptions. Based on the Rasch model, this study develops the chemical bonding concept representation inventory, which contains six two-tier test questions and is used to evaluate high school students. The results show that:(1) There are three levels of conceptual understanding of chemical bonding, namely, “structure” “process” and “interaction”.(2) With the rise of the level of conceptual understanding, students will produce the corresponding level of misconceptions.(3)There is inconsistency between students’ graphic and linguistic representation level of conceptual understanding. This paper puts forward some suggestions: Teachers should practice the “integration of teaching, learning and evaluation” teaching, carry out “conceptual change teaching” to improve students’ conceptual understanding, and use modern information technology to support students to understand scientific concepts and so on.更多还原