长久以来，帮助学生理解科学概念是国内外科学教育的重要目标之一。许多研究表明，学生在进入课堂之前头脑中会存在各种前概念，这些前概念会影响学生科学概念的习得。帮助学生深入理解科学概念，需要基于学生的前概念进行概念转变教学。有关概念转变的理论研究成果已经非常丰硕，但研究表明概念转变理论还未在教学实践中得到广泛应用。因此，有针对性地开发概念转变的教师专业发展课程非常必要，而这就首先需要评价教师对概念转变教学的理解和应用情况。
      学科教学知识（Pedagogical Content Knowledge，简称PCK）是指在特定学习环境中，教师对如何使用教学策略、表征和评价帮助学生理解特定内容的理解与实施。PCK包括取向、有关学生的知识、有关内容的知识、有关课程的知识、有关教学策略和表征的知识、有关评价的知识等要素。概念转变是PCK的取向之一。评价教师对概念转变教学的理解和应用情况，可以采用PCK的框架，通过评价指向概念转变的PCK来实现。
      本研究首先基于文献综述，设计了一个具有实操性的《概念转变教学行为表》。关注概念转变的认知论、本体论两大维度，对应指向概念转变的PCK中有关学生的知识、有关学生和内容相结合的知识、有关内容的知识、有关教学策略和表征的知识、有关评价的知识五大要素，以“进化与适应”为内容主题，开发了《高中生物学教师在“进化与适应”主题下指向概念转变的PCK的调查问卷》，并使用该问卷调查了共125位高中生物学职前和在职教师。

      基于经典测量理论和项目反应理论的数据分析结果表明，本研究开发的问卷具有良好的信效度，能够可靠、有效的测量高中生物学教师在“进化与适应”主题下指向概念转变的PCK。此外，正式测试结果表明，教师在“进化与适应”主题下指向概念转变的PCK的各要素的能力均值较低，在各要素上的能力均值由高到低依次是有关内容的知识、有关学生和内容相结合的知识、有关教学策略与表征的知识、有关学生的知识、有关评价的知识。

For a long time, helping students understand scientific concepts has been one of the important goals of science education at home and abroad. Many studies have shown that students will have various pre-concepts in their minds before entering the classroom, and these pre-concepts will affect the students' understanding of scientific concepts. To help students understand scientific concepts in depth, it is necessary to carry out conceptual change teaching based on the students' pre-concepts. The theoretical research results on conceptual change have been very fruitful, but research shows that conceptual change theory has not been widely used in teaching practice. Therefore, it is very necessary to develop a teacher's professional development curriculum for conceptual change teaching, and this first needs to evaluate teachers' understanding and application of conceptual change teaching.
     Pedagogical Content Knowledge (PCK) refers to teachers’ understanding and implementation of how to use teaching strategies, representations and evaluations to help students understand specific content in a specific learning environment. PCK includes elements such as orientation, knowledge of students’ understanding in science, content knowledge, knowledge of science curriculum, knowledge of instructional strategies and representations for teaching science, and knowledge of assessment of science learning. Concept change is one of the orientations of PCK. To evaluate teachers’ understanding and application of concept change teaching, the framework of PCK can be used to achieve this by evaluating PCK of concept change.
    Based on the literature review, this research first designed a practical Concept Change Teaching Behavior Sheet. Focus on two dimensions of epistemology and ontology of conceptual change, correspond to five elements of PCK of conceptual change, which are the knowledge of students, the knowledge of the combination of students and content, the knowledge of content, the knowledge of teaching strategies and representations, and the knowledge of assessment, this study developed an instrument for measuring high school biology teachers’ PCK of conceptual changeunder the theme of Evolution and Adaptation, and then used the instrument to survey a total of 125 high schools pre-service and in-service teachers of biology.
    The results of data analysis based on Classical Test Theory and Item Response Theory show that the instrument developed in this research has good reliability and validity, and can reliably and effectively measure the PCK of conceptual change of high school biology teachers under the theme of Evolution and Adaptation. In addition, the formal test results show that the teachers’ average ability of each element of PCK of conceptual change under the theme of Evolution and Adaptation is low. The descending order of the average ability of each element is the knowledge of content, the knowledge of the combination of students and content, the knowledge of teaching strategies and representations, the knowledge of students, and the knowledge of assessment.