STEM教育作为一种新的教育模式，自美国兴起以来，很快引起了世界各国的重视。研究表明，在中小学课堂中引入STEM教育，能够培养学生的创新意识、批判性思维、合作能力、问题探究能力等各种能力。STEM教育在中小学推广的过程中，STEM师资力量的缺乏成为亟待解决的问题，许多研究者开始探索有效培养STEM教师的方法。然而，少有研究探究STEM教师应该具备哪方面的能力，STEM教师与传统教师在能力方面有何区别。 建构胜任力模型是探究一个职位应具备能力的行之有效的方法。为了探究中小学STEM教师应该具备哪些方面的能力，绩效优秀的STEM教师和绩效一般的STEM教师在能力上有何不同，STEM教师和传统学科教师在能力上有何不同，本研究将建构中小学STEM教师胜任力模型，并开发一套中小学STEM教师胜任力测评工具，为中小学STEM教师的选拔、培训、绩效评估等提供理论指导。 本研究分为两个子研究。研究一为中小学STEM教师胜任力模型建构，首先，依据对文献内容的整理和分析，编制《中小学STEM教师胜任特征编码词典》。其次，通过行为事件访谈法，对25名STEM教师进行访谈和编码。最后，通过数据分析，初步建立中小学STEM教师胜任力模型。 研究二为中小学STEM教师胜任力测评工具编制及中小学STEM教师胜任力模型验证。基于研究一初步建构的中小学STEM教师胜任力模型，编制《中小学STEM教师胜任特征自评问卷》，发放并回收问卷，所得数据经过项目分析、信度检验、探索性因素分析等统计学分析方法，最终形成《中小学STEM教师胜任力量表》，共包含36个题项，4个分量表。总体Cronbach’ α 系数为0.976，各分量表的Cronbach’ α 系数分别0.945、0.934、0.937、0.840，具有较好的内部一致性。各项测量学指标表明，该工具性能良好，能够有效甄别绩效优秀的STEM教师和绩效一般的STEM教师。同时，探索性因素分析的结果够验证研究一中建构的STEM教师胜任力模型。 研究结果发现，STEM教师胜任力模型包括29个胜任特征，其中包括24个基准性胜任特征和5个鉴别性胜任特征，用于区分绩效优秀的STEM教师和绩效一般的STEM教师。5个鉴别性胜任特征分别为：专业知识与技能、逻辑分析能力、课堂管理、教学策略和团队领导。同时，29个胜任特征还可以分成认知特征、个人特质、沟通能力、专业素养、课程开发与实践能力五个胜任特征群。 中小学STEM教师和传统学科教师的能力既存在相同点，又存在不同点。在认知特征、个人特质和专业素养方面，两者的能力要求比较一致。而不同点在于STEM教师的沟通能力、课程开发与实践能力比传统学科教师要求更高。 本研究的研究结论能够促进中小学STEM教师培养模式相关理论的发展，为教师选聘、绩效评估科学化、教师胜任力标准的形成积累实证资料，同时在中小学STEM教师的招聘选拔、专业发展、绩效评估等方面具有一定的应用价值。

As a new mode of education, STEM education has soon drawn the attention of countries in the world since its rise from the United States. Researches show that the introduction of STEM education in K-12 schools can cultivate students' innovative consciousness, critical thinking, cooperative ability, problem-solving ability, and other abilities. In the process of promoting STEM education, the lack of STEM teachers has become an urgent problem to be solved. Many researchers began to explore practical ways to train STEM teachers. However, only a few studies have investigated what abilities STEM teachers should possess and what differences STEM teachers have from traditional teachers in terms of abilities. Building a competency model is an effective way to explore a person’s ability to achieve a job. In order to explore the essential abilities of K-12 STEM teachers, the difference in abilities between STEM teachers with general performance and those with excellent performance, and the differences in abilities between STEM teachers and traditional subject teachers, in this paper, we will construct a competency model for K-12 STEM teachers and develop a useful assessment tool for K-12 STEM teachers, which will provide theoretical guidance for the selection, training, performance evaluation of STEM teachers in K-12 schools. This study consisted of two sub-studies. Sub-study 1 is constructing a competency model for K-12 STEM teachers. Based on the collation and analysis of the literature, the "K-12 STEM Teacher Competency Dictionary" was compiled. Through Behavioral-Event-Interview method, 25 K-12 STEM teachers were interviewed, and we obtained data from coding. We analyzed the data and constructed the competency model for K-12 STEM teachers initially. Sub-study 2 is developing a useful assessment tool for k-12 STEM teachers and verifying the competency model for K-12 STEM teachers. Based on the initial competency model for K-12 STEM teachers in sub-study one, we designed a Self-Assessment Competency Questionnaire for K-12 STEM Teachers. The data were analyzed by item analysis, reliability test, and exploratory factor analysis. The Self-Assessment Competency Questionnaire was modified and became the final formal survey questionnaire, K-12 STEM Teacher Competency Scale. It contains 36 items in 4 subscales. The Cronbach’s alpha of the scale is 0.976, and the Cronbach’s alphas of the four subscales are 0.945、0.934、0.937、0.840, which shows good internal consistency. Various measurement indicators show that the tool has good performance and can effectively identify K-12 STEM teachers with excellent performance and those with general performance. At the same time, the results of the exploratory factor analysis can validate the K-12 STEM teacher competency model constructed in Sub-study 1. The results show that the competency model for K-12 STEM teachers includes 29 competency characteristics, including 24 benchmark competency characteristics and five discriminatory competency characteristics, which can be used to distinguish K-12 STEM teachers with an excellent performance from K-12 STEM teachers with general performance. Five discriminatiory characteristics are Professional knowledge and skills, Logical analysis ability, Classroom management, Teaching strategies and Team leadership. Moreover, 29 competency characteristics can also be divided into five competency characteristics groups: Cognitive characteristics, Personality traits, Communication skills, Professional literacy, and Curriculum development and practical ability. There are similarities and differences between STEM teachers and traditional subject teachers in K-12 schools. In terms of cognitive characteristics, personal traits and professional literacy, the ability requirements of the two kinds of teachers are comparatively consistent. The difference is that STEM teachers' communication ability, curriculum development, and practical ability are more demanding than traditional subject teachers. The difference is that STEM teachers require stronger communication skills, curriculum development and practical abilities. The findings of this study can promote the development of STEM teacher training theory in K-12 schools, and have wide value in hiring STEM teachers, STEM teachers’ professional development, and evaluating STEM teachers’ performance.