跨学科概念是当前国际科学教育界关注的核心命题。科学教师的跨学科概念理解是其专业素养的基本要素，会直接影响科学教学的质量和学生的科学学习结果。美国等发达国家在跨学科概念方面取得了较为丰富的研究成果，而我国关于跨学科概念的研究尚为缺失。本研究将焦点指向小学科学教师的跨学科概念理解，对于发展科学教师的专业素养，提升小学科学教育的质量具有重要意义。 本研究根据研究的目标与问题，在已有研究成果的基础上，综合运用问卷、测验、访谈等多种方法，在北京市5个地区共选取了278名小学科学教师进行了问卷调查和测验，并辅以对科学教师的正式和非正式访谈，以及对小学科学课和教研活动的观察，较为系统地呈现了小学科学教师跨学科概念理解的现状。 研究发现，小学科学教师对跨学科概念这一“术语”的知晓程度不足，有43%的教师的跨学科概念理解水平处于差或很差，仅有13%的教师对跨学科概念具有良好的理解；对于具体的跨学科概念，教师对“能量”的理解最好，其次是“结构与功能”，对“系统”的理解最为薄弱；此外，教师的跨学科概念理解水平在性别、专业背景、学历、教龄、职称等方面存在显著差异。关于跨学科概念的内容，有17%的教师跨学科概念理解内容处于缺失或空白状态，33%的教师对跨学科概念内容存在错误理解，有50%的教师对跨学科概念内容存在个人化理解。同时，教师的跨学科概念理解呈现出“高信心指数错解”、一致性突出、广度和深度不足、学科整合性差以及个体差异鲜明等特征。 本研究对小学科学教师跨学科概念概念理解的影响因素进行了分析，发现影响教师理解的因素主要包括教师个人的科学专业背景、教师对科学教学文本的诠释与解构、教研活动中的跨学科概念渗透以及教师自主的专业科学阅读与思考等。基于研究中的分析与发现，本研究提出了发展小学科学教师跨学科概念理解的建议：职前教师的培养要加强综合性科学课程的设置，并关注跨学科概念等国际科学教育的前沿动态；教研活动需加强跨学科概念等前沿科学教育理念的渗透、强调不同学科领域间的内容融合，关注“系统”等教师理解薄弱的概念，并丰富面向小学科学教师的学习资源。

Crosscutting concepts is the focus topic in current international science education. Science teachers’ understanding of crosscutting concepts is the basic element of their professionalism, which directly affects the quality of science teaching and students' science learning achievement. The United States and other developed countries have abundant research results on crosscutting concepts, while the research on crosscutting concepts in China is still in lack. This study focuses on primary school science teachers’ understanding of crosscutting concepts, which is of great significance to the development of science teachers' professionalism and the improvement of the quality of science education in primary schools. Based on the aim and question of this study, we took questionnaire, test, interview and other methods to investigate. 278 primary school science teachers from five regions in Beijing are selected to finish questionnaire and test. We also have formal and informal interviews with science teachers, as well as observations of science classes and research activities. The results show that the primary school science teachers have insufficient knowledge of “crosscutting concepts”, 43% of them have poor or very poor understanding of crosscutting concepts, only 13% of them have good understanding. For specific crosscutting concept, teachers have the best understanding of "energy", followed by "structure and function", and then "system". In addition, teachers’ understanding levels of crosscutting concepts are significantly different in gender, professional background, education degree, teaching age, professional title. About crosscutting concepts’ content, 17% of teachers’ understanding are in lack, 33% of teachers have misunderstanding and 50% of teachers have individual understanding. At the same time, teachers' understanding of crosscutting concepts is characterized by "misunderstanding with high confidence index", high consistence, insufficient breadth and depth, poor discipline integration and distinct individual differences. The study analyzed the influencing factors of primary school science teachers' understanding of crosscutting concepts, which include teachers' personal science professional background, teachers' interpretation and deconstruction of science curriculum and teaching texts, infiltration of crosscutting concepts in teaching research, and teachers' professional scientific reading and thinking. Based on the findings of this study, we put forward suggestions for developing science teachers’ understanding of crosscutting concepts. The training of pre-service teachers should strengthen the setting of integrated science courses, and pay attention to the frontier trends of international science education such as crosscutting concepts. The teaching research activities need to include frontier scientific education ideas, emphasize the integration of contents among different disciplines, pay attention to the weak concept, such as "system", and enrich the learning resources for primary school science teachers.