学科教学知识（PCK）是教师专业素养的重要组成，是教师在课堂教学中基于对具体学科内容和学生的综合理解，选择合适的教学策略表征，将学科知识转化为学生理解的知识过程中使用的知识。它是教师专业素养提升的基础知识和影响教学质量的关键变量。已有研究表明，我国科学教师专业素养水平有待提升，教师PCK仅处于有限地理解和应用阶段，严重限制了科学课堂教学质量。教师的PCK水平是能够随着教师教育不断提升的，其中在职培训是提高教师的学科教学知识的有效途径。但目前我国科学教师培训面临缺乏针对性、多样性等问题亟待解决，而科学家群体具有科学家资源优势、高端科技资源优势、科研院所环境优势，为改善科学教师培训效果，提升教师培训质量，促进科学教师PCK发展提供了可能。如何通过科学家群体参与，利用科技资源提升科学教师PCK发展水平，是建设高质量科学教师队伍亟需回答的问题。

因此，本研究以科学家群体参与的教师培训作为研究视角，在了解我国中小学科学教师PCK现状基础上，深入挖掘科学家群体参与科学教师培训的优势，提出科学家群体参与的科学教师培训有助于提升教师PCK水平的策略，并以此为指导开展教师培训，以提升教师PCK水平。具体内容如下：

（1）基于学界较为认可的科学教师学科教学知识的五个维度为一级指标，并结合2022义务教育阶段科学课程标准要求，确定了PCK测评框架，并通过专家咨询进行相应问卷等迭代改进，最后依据框架对全国300位中小学科学教师进行调查。结果表明，中小学科学教师主要在科技前沿动态、科学史、科学哲学方面的知识、了解学生对于科学学习的动机和兴趣、了解如何在科学教学中采取探究导向的教学方法，充分让学生体验科学探究过程、了解如何应用不同的方法来诊断和评估学生的科学核心素养发展水平等方面存在问题。

（2）以当前科学教师PCK现状特点为基础，在建构主义学习理论和成人学习特征的指导下，结合科学家群体参与科学教师培训的优势提出了教师培训策略。具体来说强调科学家与教育学专家的协同发力；注重科学教师科学本质观、科学精神、思想与方法的协同发展；选用多种活动形式相结合的培训方法；聚焦教师薄弱点遴选培训内容，包括前沿科技的科普报告和装置参观、科学思想与科学方法的专家讲座、指向科学教学策略提升的探究活动、科学家精神的主题讲座和基地参观、学生科学兴趣和科学能力培养的经验分享、校外科学教育资源利用的案例分享和实地参观、科学教育实际经验探讨的研讨活动；以及建构良好课程氛围，促进教师沉浸式体验。

（3）根据培训策略开展了基于科学家群体参与的科学教师培训，统计结果表明，教师对培训整体的满意度高达97.15分，教师在学科教学导向知识、课程知识、学生知识、教学策略知识上都获得了显著提升（P<0.05），在评价知识上也有部分提升（0.05

最后，基于研究结论，本研究建议未来可以基于诊断数据开展科学教师培训，并强调关注培训的前置性与持续性，以及科学教师培训可以与科技馆、博物馆等进行资源构建，建立科技资源和教师资源协同的教师培训机制。

Pedagogical Content Knowledge (PCK) is an important component of teachers' professional accomplishment. It is the knowledge used by teachers in the process of converting subject knowledge into knowledge understood by students by choosing appropriate teaching strategies based on the comprehensive understanding of specific subject content and students. It is the basic knowledge of teachers' professional quality improvement and the key variable affecting teaching quality. Research has shown that the professional literacy of science teachers in China needs to be improved, while teacher PCK is only at the stage of limited understanding and application, which seriously limits the quality of science classroom teaching. Teachers' PCK level can be continuously improved with teacher education, among which in-service training is an effective way to improve teachers' Pedagogical Content Knowledge. However, at present, China's science teacher training faces problems such as lack of pertinence and diversity, which need to be solved urgently. Scientists have advantages in scientist resources, high-end science and technology resources, and research institute environment, which provide possibilities for improving the effect of science teacher training, improving the quality of teacher training, and promoting the development of science teacher PCK. How to improve the development level of science teachers PCK through the participation of scientists and the use of scientific and technological resources is an urgent question to be answered in the construction of high-quality science teachers.

Therefore, this study takes the teacher training with the participation of scientists as a research perspective, explores the advantages of the participation of scientists in science teacher training on the basis of understanding the current situation of science teachers in primary and secondary schools, proposes the strategy that the participation of scientists in science teacher training is helpful to improve the level of teachers' PCK, and takes this as a guide to carry out teacher training. To improve teachers' PCK level. The details are as follows:

(1) Based on the five dimensions of science teachers' Pedagogical Content Knowledge recognized by the academic circle as the first-level index, and combined with the requirements of the science curriculum in 2022 compulsory education stage, the PCK evaluation framework was determined, and the corresponding questionnaire was iteratively improved through expert consultation. Finally, 300 science teachers in primary and secondary schools were investigated according to the framework. The results show that the primary and secondary school science teachers mainly learn about the trends of science and technology, the history of science, the philosophy of science, the motivation and interest of students in science learning, and how to adopt the inquisition-oriented teaching method in science teaching. Fully let students experience the process of scientific inquiry, understand how to apply different methods to diagnose and evaluate the development level of students' scientific core literacy and other problems.

(2) Based on the current characteristics of science teachers' PCK status, under the guidance of constructivism learning theory and adult learning characteristics, and combined with the advantages of scientists' group participation in science teacher training, this paper puts forward teacher training strategies. Specifically, it emphasizes the collaboration between scientists and educational experts; Pay attention to the cooperative development of science teachers' view of the nature of science, scientific spirit, thought and method; Choose a variety of activities of the combination of training methods; Focus on the weak points of teacher selection training content, It includes popular science report and device visit of frontier science and technology, expert lecture of scientific thought and scientific method, inquiry activity pointing to the improvement of science teaching strategy, theme lecture and base visit of scientist spirit, experience sharing of students' scientific interest and scientific ability cultivation, case sharing and field visit of off-campus science education resources, discussion activity of actual experience of science education; And construct a good curriculum atmosphere to promote teachers' immersive experience.

(3) According to the training strategy, science teacher training was carried out based on the participation of scientists. The statistical results showed that the overall satisfaction of teachers to the training was as high as 97.15 points, and teachers' knowledge of subject teaching orientation, curriculum knowledge, student knowledge and teaching strategy knowledge had been significantly improved (P<0.05). There was also a partial improvement in evaluation knowledge (0.05

Finally, based on the research conclusions, this study suggests that science teacher training can be carried out based on diagnostic data in the future, and emphasizes the precursors and sustainability of training, as well as the resource construction of science teacher training with science and technology museums, museums, etc., to establish a teacher training mechanism that integrates science and technology resources with teacher resources.