在基础教育改革的背景下，对学生核心素养的培养成为了当今教育的趋势，对于生物学科来说，科学思维是学生需要具备的一种重要核心素养。对学生能力要求的提高意味着教师只有转化、丰富自身科学思维的学科教学知识（PCK），才能够适应新时代的要求，于课堂上进一步培养学生的科学思维。
      论文结合当前PCK的研究热点，从生物学教师对科学思维本质的理解、对培养学生科学思维策略的选择、对学生科学思维的了解和对学生科学思维的评价四个维度开发了测量生物学教师科学思维PCK的测评工具。并对共86名新手型生物学教师进行测试，在Rasch模型的理论基础上利用Winsteps和ConQuest软件进行统计分析，以检测测评工具的质量。
      研究结果表明：（1）测评工具总体质量较好，项目的信度和区分度较高。（2）测评工具的单维性较好。（3）项目总体难度相对较低。（4）测评工具项目总体上与Rasch模型的拟合程度较高。（5）多维分析中大部分维度信度较好。因此，本测评工具大体上与Rasch模型相符合，可以在一定程度上反映被试者生物科学思维PCK。

      Under the background of the reform of basic education, the cultivation of students' key competencies has become the current trend of education. For biology, scientific thinking is an important core quality that students need to have. The improvement of students' ability means that only by transforming and enriching their own Pedagogical Content Knowledge (PCK) of scientific thinking can teachers adapt to the requirements of the new era and further cultivate students' scientific thinking in class.
      Combined with the current research focus of PCK, this paper develops the instrument for biology teachers’ PCK of scientific thinking from four dimensions: biology teachers' understanding of the scientific thinking, their choice of cultivating students' scientific thinking strategies, their understanding of students' scientific thinking and their evaluation of students' scientific thinking. A total of 86 middle school new biology teachers were tested. On the theoretical basis of Rasch model, Winsteps and ConQuest software were used for statistical analysis to detect the quality of assessment tools.
      The results show that: (1) The overall quality of the instrument is good, and the reliability and separation of items are high. (2) The unidimensionality of the instrument is acceptable. (3) The overall difficulty of the item is relatively low. (4) On the whole, the instrument’s items has a high degree of fitting with Rasch model. (5) In the multidimensional analysis, the reliability of most dimensions is good. Therefore, this instrument is generally in line with the Rasch model and can reflect the subjects' PCK of scientific thinking to a certain extent.