小学科学教育是近年来国家教育改革关注的重点。小学科学教师是承担小学科学教育工作的主体力量，小学科学教师的身份认同集中反映了科学教师个人对于其教学工作意义的价值判断，提升小学科学教师的身份认同感，对于稳定教师队伍、提高教育质量具有重要的意义。根据相关调查研究显示，我国小学科学教师身份认同正在遭受危机。小学科学教师群体普遍存在社会荣誉感不强、工作积极性不高等问题。而如何提升小学科学教师的认同感，促进我国科学教育事业的发展，需要从小学科学教师身份认同的构建路径上找答案。但现有文章主要关注点集中于小学科学教师专业发展现状和技能提升，较少关注小学科学教师身份认同构建的相关情况。本研究运用社会文化理论的视角，选取五名专职小学科学教师作为研究对象，运用叙事研究的方法开展研究，通过访谈法收集资料，主要关注两个问题：1、不同因素塑造小学科学教师身份认同的机制是什么？2、小学科学教师身份认同的构建有什么样的特点？

研究发现，小学科学教师身份认同的构建受到五方面因素的影响，分别是文化背景、教育政策、重要他人、教育实践经历和教师培训。其中文化背景通过塑造教师权威影响个体对于科学教师角色的信仰；教育政策决定科学教育和科学教师的重要性能否得到社会的广泛认可从而影响身份认同；重要他人通过提供正面范例使得个人憧憬教师角色，而来自于重要他人对于科学教师的偏颇认知又阻碍身份认同的构建；教育实践经历左右科学教师对于角色的自我认识，同时也使得教师个人在动态之中完成自我定位；学校培训影响科学教师的教育观念和教育行为，通过给予价值承诺和专业辅导协助个人完成身份认同的构建。

从研究对象的角度划分，由于现实情况的差异，五名研究对象的身份认同构建特点表现出较大的差异，分别表现为协同性、动态平衡性、长期性；但从整体情况而言，几名研究对象的身份认同建构特点又有相似之处，表现为非强制性与强制性相互结合和主观能动性。

对于提升小学科学教师的身份认同感，要从五个方面着手：1、加强对于科学教师角色重要性的宣传。2、完善科学教育政策。3、给予小学科学教师更多信任和关怀。4、丰富科学教师的教育经历。5、提供更加具有针对性的培训和价值承诺。

Science education in primary schools has been the focus of national education reform in recent years. Primary school science teachers are the main force to undertake the primary school science education work. The identity of science teachers in primary schools reflects the value judgment of  the significance of their teaching work. Improving the identity of primary school science teachers is of great significance for stabilizing the teacher team and improving the quality of science education. According to the relevant survey, the identity of primary school science teachers in China is suffering from crisis. Primary school science teachers generally have weak sense of social honor and work enthusiasm. How to improve the identity of primary school science teachers and promote the development of science education in China needs to find the answer from the construction path of primary school science teachers' identity. However, the existing articles mainly focus on the current situation of the professional development and how to improve the teaching skills ,  pay less attention to the construction of primary school science teachers' identity.

From the perspective of socio-cultural theory, this study selects five full-time primary school science teachers as the research objects, uses the method of narrative research to carry out the research, collects data through interviews, and focuses on two issues: 1. What are the mechanisms by which different factors shape the identity of primary school science teachers? 2. What are the characteristics of constructing the identity of primary school science teachers?

Research has found that the construction of identity for primary school science teachers is influenced by five factors, namely social culture, educational policies, important others, educational practice experience, and teacher training. Cultural background influences individuals' beliefs in the role of science teachers by shaping their authority; Education policies determine whether the importance of science education and science teachers can be widely recognized by society ,and affecting identity recognition; Important others make individuals yearn for the role of teachers by providing positive examples, while the biased cognition of science teachers from important others hinders the construction of identity; The experience of educational practice influences the self-awareness of the role of science teachers,  and also enabling teachers to complete their own positioning in a dynamic manner; School training affects the educational concepts and behaviors of science teachers, assisting individuals in building their identity by providing value commitments and professional guidance.

From the perspective of the research subjects, due to differences in reality, the identity construction characteristics of the five research subjects show significant differences, which are manifested as synergy, dynamic balance, and long-term; However, overall, the identity construction characteristics of several research subjects have similarities, manifested in the combination of mandatory and non mandatory enforcement and subjective initiative.

To enhance the sense of identity of primary school science teachers, We need to make efforts from the following aspects: 1. Strengthen the promotion of the importance of the role of science teachers. 2. Improve science education policies. 3. Provide more trust and care to primary school science teachers. 4. Enrich the educational experience of science teachers. 5. Provide more targeted training and value commitment.