科学教育是连接科技创新与人才培养的重要一环，小学科学教师是影响我国科学教育质量的关键因素，也是科技人才培养的基础力量。近年来，已有学者对小学科学教师专业素养现状进行调查，然而，测评都局限于较小范围，无法代表我国科学教师整体水平，对测评结果的解读以及策略建议的提出较为浅层，测评问卷的科学有效性也少经验证。我国教育部组织的小学科学教师队伍现状大规模调研对全国小学科学教师进行了测评，测评问卷也经检验有效。本研究基于该调研结果进行分析探寻我国小学科学教师专业素养的影响机制，并基于国际教师专业标准对该项目的测评框架提出改进建议。此外，本研究还通过分析国内外有效提升科学教师专业素养的实践案例提出促进小学科学教师专业发展的培养模式。

首先，本文通过对科学教师专业素养的构成、科学教师专业素养测评现状及具体测评框架的研究梳理了科学教师专业素养的研究现状，并从暑期学校提升科学教师专业素养、馆校结合模式提升科学教师专业素养、教研共同体提升科学教师专业素养三个维度构建了科学教师专业素养提升路径的理论依据。随后，以多元线性回归分析方法对大规模测评结果数据进行分析，构建了教师背景与教师专业发展情况对教师专业素养整体水平以及教师专业知识、认识论信念、教学信念、一般教学法、学科教学法与实践型智慧6个子能力的多元线性回归模型。分析结果显示教师背景信息与教师专业发展情况与科学教师专业素养整体水平与子能力之间的影响机制错综复杂，既有一致性影响又有差异性影响，各变量对教师专业素养及子能力的影响程度也不同。其次，路径分析结果显示教师专业素养6个子能力间存在直接影响关系与中介效应。此外，本研究将17份国际教师专业标准中共759条二级指标与我国大规模教师专业测评项目中二级指标进行对比，发现我国教师专业素养测评项目的测评框架覆盖了国际教师专业标准中70.04%的素养维度，并基于未重合二级指标为我国科学教师专业素养测评框架提出要注重对科学教师职业道德、家校共育能力、社会共育能力以及课堂管理能力测评与监督四个改进建议。最后，本研究通过分析国内外基于馆校结合有效提升科学教师专业素养水平的四个实践案例，明晰案例中的提升路径，并基于案例的经验与启示并结合科学教师专业素养影响机制设计了馆校结合提升科学教师专业素养水平的馆校结合模式。

First of all, this paper sorted out the current research status of science teachers' professional literacy by studying the composition of science teachers' professional literacy, the current status of science teachers' professional literacy assessment and the specific assessment framework, and constructed the three dimensions of the path to improve science teachers' professional literacy from the summer school to enhance the professional literacy of science teachers, the combination of museum and school to enhance the professional literacy of science teachers, and the community of teaching and research to enhance the professional literacy of science teachers. theoretical basis. Subsequently, the data from the large-scale assessment results were analysed by multiple linear regression analysis, and a multiple linear regression model was constructed for the effects of teacher background and teacher professional development on the overall level of teacher professionalism and the six sub-competencies of teacher professional knowledge, epistemological beliefs, pedagogical beliefs, general pedagogies, subject matter pedagogies, and practice-based wisdom. The results of the analyses showed that the mechanisms of influence between teachers' background information and teachers' professional development on the overall level of science teachers' professional literacy and the sub-competencies were intricate, with both consistent and differential influences, and that the variables influenced teachers' professional literacy and the sub-competencies to different degrees. Second, the results of the path analysis showed that there were direct influence relationships and mediating effects among the six sub-competencies of teacher professional literacy. In addition, this study compared a total of 759 secondary indicators in 17 international teacher professional standards with the secondary indicators in China's large-scale teacher professional assessment programme, and found that the assessment framework of China's teacher professional literacy assessment programme covered 70.04% of the literacy dimensions in the international teacher professional standards, and based on the non-overlapping secondary indicators for China's science teachers' professional literacy assessment framework, it was proposed that we need to pay attention to the science teacher's Based on the non-overlapping secondary indicators, this study proposes four improvement suggestions for the assessment framework of science teachers' professionalism in China, which focus on the assessment and supervision of science teachers' professional ethics, home-school co-education, social co-education, and classroom management. Finally, this study analyses four practice cases at home and abroad that effectively improve the professionalism of science teachers based on the combination of library and school, clarifies the improvement paths in the cases, and designs a model of combination of library and school to improve the professionalism of science teachers based on the experience and inspiration of the cases, and the mechanism of the influence of the professionalism of science teachers.