本研究旨在探讨中学化学教师科学精神的理解及实践现状。研究通过三个任务展开：（1）构建科学精神的内涵与结构框架；（2）开发中学化学教师科学精神理解及实践现状评价工具；（3）调查中学化学教师科学精神的理解和实践现状。

在任务一中，首先通过系统的文献综述，对科学精神的构成要素和结构关系进行了分析，以此为基础构建了科学精神的三级指标框架，并针对框架的每个指标都详细探讨了其内涵与表现，并论述了各指标的重要性。

在任务二中，基于任务一构建的科学精神的三级指标框架，设计开发了中学化学教师科学精神理解和实践现状的调查工具。随后针对调查工具进行了预测试检验和修订，在结果总体良好的前提下，对工具进行了部分修订和删除。修订后进行第二轮工具检验，发现试题的信度、效度均符合统计标准，信效度良好。

在任务三中，利用中学化学教师科学精神理和实践现状调查工具对中学化学教师进行调查。首先考察了中学化学教师对于科学精神的不同子指标的理解及实践现状差异，随后探索了对中学化学教师的科学精神理解及实践现状产生显著影响的因素。调查结果显示中学化学教师六个一级指标总体理解和实践现状表现较好，但对于不分子指标，如科学理论基于理性、经验和主观构造、相信世界的可理解性以及拒斥功利主义科学观等，教师未有较好的表现。同时发现，不同学历、学段的中学化学教师对科学精神理解及实践现状存在显著差异，科学精神理解及实践现状表现与教师学历呈正相关。

综上，本研究构建了科学精神的内涵与结构框架，开发了中学化学教师科学精神理解和实践现状的调查工具，调查并分析了中学化学教师科学精神理解和实践现状，最后就如何改善中学化学教师的科学精神理解与实践现状提出了建议。

The purpose of this study was to investigate the current status of secondary school chemistry teachers' understanding and practice of the scientific spirit. The study was carried out through three tasks: (1) constructing a connotation and structural framework of scientific spirit; (2) developing an instrument for assessing the current status of secondary chemistry teachers‘ understanding and practice of scientific spirit; and (3) investigating the current status of secondary chemistry teachers’ understanding and practice of scientific spirit.

In Task 1, the constituent elements and structural relationships of scientific spirit were first analysed through a systematic literature review, on the basis of which a three-level indicator framework of scientific spirit was constructed, and the connotation and manifestation of each indicator of the framework were explored in detail, and the importance of each indicator was discussed.

In Task 2, based on the three-level framework of scientific spirit constructed in Task 1, a survey instrument was designed and developed to investigate the current status of secondary school chemistry teachers' understanding and practice of scientific spirit. The survey instrument was then pre-tested and revised for the survey, with some revisions and deletions made to the instrument with generally favourable results. A second round of instrument testing was conducted after the revision, and the reliability and validity of the test questions were found to meet the statistical criteria with good reliability and validity.

In Task 3, a survey of secondary school chemistry teachers was conducted using the Secondary School Chemistry Teachers' Current Status of Science Spirituality Rationale and Practice instrument. Differences in secondary chemistry teachers‘ understanding and current practice of different sub-indicators of the scientific spirit were first examined, followed by exploring the factors that significantly influence secondary chemistry teachers’ understanding and current practice of the scientific spirit. The findings showed that secondary school chemistry teachers performed well on the overall understanding and current practice of the six level 1 indicators, but did not perform well on the discrete indicators, such as scientific theories based on rational, empirical, and subjective constructs, belief in the intelligibility of the world, and rejection of a utilitarian view of science. It was also found that there were significant differences in the current state of understanding and practice of science among secondary school chemistry teachers with different academic qualifications and levels of study, and that the performance of the current state of understanding and practice of science was positively correlated with teachers' academic qualifications.

In conclusion, this study constructed a framework for the meaning and structure of the scientific spirit, developed a survey instrument to investigate the current state of understanding and practice of the scientific spirit among secondary school chemistry teachers, investigated and analysed the current state of understanding and practice of the scientific spirit among secondary school chemistry teachers, and finally made recommendations on how to improve the current state of understanding and practice of the scientific spirit among secondary school chemistry teachers.