进入二十一世纪以来，世界各国都高度重视公民科学素养的建设，其中对科学本质的理解是科学素养提升的一个重要方面。我国2017版高中生物学课程标准也在教学建议中提出了科学本质，将科学本质纳入到教师基本教学技能和专业素养中。但已有研究显示，目前国内教师对科学本质的认识严重不足，而国内关于科学本质的绝大多数研究仍停留在对师生科学本质观的探查与分析，很少关注科学本质教师专业发展课程的设计与实施。因此，设计并实施高质量的科学本质教师专业发展课程对为教师的科学本质教学打下基础，为学生科学素养的提升搭建桥梁具有重要意义。

基于上述背景，本研究的研究任务是完成针对高中生物学教师、以科学本质为主题的专业发展模块课程的设计与实施，以期促进教师更好的理解科学本质、了解科学本质教学策略，进而为将科学本质引入实际课堂奠定基础。基于对科学本质理论、科学本质教学策略和科学本质教师专业发展课程的认识，本研究构建了具体的课程开发模型。根据课程开发模型，本研究首先制定了课程的具体目标，然后选择了能够为处理课程目标所隐含的相关概念提供机会的学习经验，确定了适用于本课程的教学活动和教学材料。接下来，本研究依据直线式与螺旋式相结合的方式对已选择的学习经验进行排列与整合，形成了连贯的教学计划。课程设计完成后，本研究对课程设计成果进行了理论论证，证实课程设计成果能够在理论上达到课程评价中相关性、一致性、预期实用性和预期有效性的质量要求。

本研究进行了一轮课程实践。为了分析课程实施效果，除借助活动工作单记录教学活动的实施情况以外，本研究还使用了源自文献的模块课程评价表及在文献基础上开发的教师对科学本质及其教学策略的理解问卷收集定性与定量数据。课程实施效果显示，教师能够按照预设流程完成所有教学活动，且行为基本符合活动预期；教师对模块课程整体、各个教学活动及绝大多数具体方面的评价较好，且课程的具体内容、教学程序、活动材料、课程对理解科学本质及其教学策略的帮助等方面得到了教师的认可；教师在课程结束后对科学本质及其教学策略整体、各维度及绝大多数具体概念的认知情况较好。因此，课程设计成果能够在实践中基本达到课程评价中实际实用性和实际有效性的质量要求，进而说明课程开发模型具有推广价值。但后续课程仍应在保证课程时长的基础上，从以下几方面进行改进：调整组合体装置构造；加强对课程活动的时间把控；加强对部分科学本质及其教学策略概念的阐释。

Since the twenty-first century, countries all over the world have attached great importance to the cultivation of citizens' scientific literacy, in which the understanding of the nature of science is of vital importance to promote scientific literacy. The 2017 edition of ordinary high school biology curriculum standard in China also raises the nature of science in teaching suggestions and integrates it into basic teaching skills and professional qualities of teachers. However, indicated by previous research, current domestic teachers have sorely lacked ample understanding of the nature of science. On the other hand, most research on the nature of science in China still focuses on the exploration and analysis of teachers' and students' views on the nature of science, and pays little attention to the design and implementation of professional development curriculums for teachers on the nature of science. Therefore, it is of great significance to design and implement a high-quality teacher professional development curriculum on the nature of science. As for teachers, it is a major foundation to promote their teaching of the nature of science. Moreover, for students, it is a bridge to improve their scientific literacy.

Based on the above background, this study is dedicated to designing and implementing a professional development module curriculum on the nature of science for high school biology teachers. Furthermore, this study aims to help teachers promote deeper comprehension of the nature of science and better understanding of its teaching strategies, which offers a solid foundation for the nature of science to be introduced into the actual classroom. Based on the understanding of the theory, the teaching strategy and the teacher professional development curriculum on the nature of science, this study constructs a specific curriculum development model. According to the curriculum development model, this study first formulates specific objectives of the curriculum, then selects the learning experiences that can provide learners with opportunities to deal with the relevant concepts implied by the curriculum objectives, and determines the teaching activities and teaching materials applicable to the curriculum. Subsequently, this study arranges and integrates the selected learning experiences based on the linear and spiral combination, thus forming a coherent teaching plan. Besides, this study demonstrates the results of curriculum design in theory after the curriculum design is completed, which confirms that it can theoretically meet the quality requirements of relevance, consistency, expected practicality and expected effectiveness in the evaluation of the curriculum.

This study has carried out one round of curriculum implementation. In order to analyze the effect of curriculum implementation, in addition to recording the implementation of teaching activities via activity worksheet, this study also utilizes module curriculum assessment rubric derived from literatures and teacher understanding of the nature of science and its teaching strategies questionnaire based on literatures to collect qualitative and quantitative data. As revealed by the implementation effect of the curriculum, teachers can complete all the teaching activities in accordance with the preset process, whose behaviors basically meet the activity expectations. Furthermore, teachers have a good evaluation of the whole module curriculum, every teaching activity of curriculum as well as most specific aspects of activities. In addition, the recognitions of specific content of the curriculum, teaching procedures as well as activity materials are well reached. In the meantime, the help of the curriculum to understand the nature of science and its teaching strategies is also recognized by teachers. When the curriculum is completed, it is learnt that teachers have a good understanding of the whole, dimensions and most specific concepts of the nature of science and its teaching strategies. Therefore, the results of curriculum design can basically meet the quality requirements of practical practicability and practical effectiveness in curriculum evaluation, which indicates that the curriculum development model is worth popularizing. However, the follow-up curriculum based on the guarantee of course duration needs improvements in the following aspects: adjusting the structure of the combination device; controlling the strict time of curriculum activities; strengthening the comprehensive interpretation of some concepts of the nature of science and its teaching strategies.