One of the important educational values of physics teaching is to cultivate students’scientif-ic modeling competence.The study reviewed nearly 30 years of scientific research literature on modeling competence and found that different scholars defined modeling competence in different manners including four different perspectives:the perspective of the elements,behavioral perspective,cognitive perspective and constructivist perspective.The connotation of scientific modeling competence varies:elements perspective focused on the scientists’analysis based on their experience;behavior modeling perspective concerned ex-plicit conduct;cognitive perspective focused on the intrinsic cognitive process of modeling;constructivist perspective emphasized that modeling is a process involving individuals’active cognitive construction and behavioral exploration.The diverse perspectives reveal the implicit and explicit features of scientific model-ing competence:implicit mental competence and explicit scientific inquiry ability.Typical models of com-petence show differences in the elements and structure;its evaluation content,methods and tools should be selected based on the specific purpose of evaluation.%物理学科教学的重要育人价值之一是培养学生的科学建模能力。通过梳理近30年来科学建模能力研究文献，发现不同学者对建模能力内涵的界定有四类不同视角：要素视角、行为视角、认知视角和建构视角。科学建模能力的内涵呈现出多样化：要素视角侧重于科学家经验的析解；行为视角关注建模外显行为；认知视角注重内在的建模认知过程；建构视角强调建模是主体的主动认知构建和探究行为过程。多样的视角共同揭示了科学建模能力的内隐和外显两方面特质：内隐的心智行为能力和外显的科学探究能力。典型的建模能力模型在要素及结构上存在差异，其测评内容、测评方式和测评工具均须依据具体的测评目的选定。
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