学科教学知识（Pedagogical Content Knowledge，简称PCK）是教师专业知识的重要组成要素，影响教学质量和学生取得的学业成就，研究PCK有助于促进教师的专业发展；社会性科学议题（Socioscientific Issues，以下简称SSI）是提高学生科学素养与决策能力，促进学生的非形式推理能力与创造性思维能力形成的重要载体。目前，国内鲜有对生物教师在SSI方面的PCK开展系统的实证研究。而教师的关于SSI的PCK（Pedagogical Content Knowledge for Socioscientific Issues,以下简称PCK-SSI）水平直接影响课堂上的SSI教学质量与学生科学素养的培养。因此，有必要对高中生物教师PCK-SSI现状进行测评调查，促进高中生物教师PCK-SSI的持续发展，推动我国SSI教育前行。

      在文献综述的基础上，本研究利用Han-Tosunoglu提出的PCK-BSSI框架，把PCK-SSI分为SSI课程知识（CK）、有关学生理解的知识（KSU）、教学策略知识（PK）、学科知识（SMK）以及关于学校环境的知识（SC）五个维度要素。编制《关于高中生物学教师PCK-SSI现状的调查问卷》，并根据一线生物教师与专家审校的结果进行修改，修改后进行预测试对问卷进行质量检验和评分标准的细化。以项目反应理论和经典测量理论为基础，对预测试所得数据进行分析，结果表明测评工具在信度、区分度、单维性、拟合度、内容效度和评分者一致性等方面良好，且评分标准较为明确，可视为测评工具的信效度较好，能够对高中生物教师PCK-SSI的水平进行探查。利用该问卷对60位高中生物职前教师与在职教师进行了正式测试，对正式测试所得数据进行分析，同时结合访谈法与12名生物教师深入的沟通交流，了解目前我国高中生物教师PCK-SSI的现状。

      通过问卷和访谈进行调查，得到以下结论：（1）在预测试和正式测试中，测评工具具有良好的信效度，能够可靠、有效的测评高中生物教师PCK-SSI。（2）目前，高中生物教师PCK-SSI整体表现处于中等水平，各维度的水平参差不齐，仍有一定的提升空间。从各维度看，生物教师在关于学校环境的知识表现最好，在学科知识、SSI课程知识、教学策略知识、有关学生理解的知识其余四个维度上，生物教师的水平依次递减。（3）本研究进一步对影响生物教师PCK-SSI的因素进行分析，结果表明不同学历、教龄、职称及任教学校所在地区对生物教师PCK-SSI整体表现及各维度表现均没有显著的影响。不同性别、专业背景、教师身份及是否为骨干教师对生物教师在PK维度的表现有显著影响；具有公开课或比赛经历对生物教师在CK维度的表现有显著影响。（4）目前，高中生物教师SSI教学实践情况不容乐观，虽然大多数教师能认识到SSI教学的必要性，但由于自身PCK-SSI水平有限且受到高考应试的压力，SSI教学常常难以开展。

      结合上述研究结论，笔者从高校的角度提出优化师范生课程、创造实习机会的建议；从教育部门的角度提出健全教师培训体制，加强在职生物教师的专业发展培训、建立教师专业发展学校，搭建SSI教学交流学习平台的建议；从教师个人的角度提出树立终身学习理念，加强自主学习、积极进行课后反思，拓展反思途径和定期参加PCK-SSI相关培训，学习SSI教学相关知识这三条建议。

    Pedagogical Content Knowledge (PCK) is an important component of teachers' professional knowledge, which affects the quality of teaching and the academic achievement achieved by students. The research of PCK is conducive to teachers' professional development. Socioscientific Issues (SSI) was an important carrier to improve students' scientific literacy and decision-making ability, promote the formation of students' non-formal reasoning ability and creative thinking ability. At present, there are few systematic empirical studies on the SSI PCK of biology teachers in China. However, teachers' PCK (Pedagogical Content Knowledge for Socioscientific Issues hereinafter referred to as PCK-SSI) level directly influences SSI teaching quality in classroom and the cultivation of students' scientific literacy. Therefore, it is necessary to conduct an evaluation survey on the current situation of PCK-SSI of high school biology teachers, promote the sustainable development of PCK-SSI of high school biology teachers, and push forward SSI education in our country.

    On the basis of literature review, this study uses the PCK-BSSI framework proposed by Han-Tosunoglu. PCK-SSI is divided into SSI Curriculum Knowledge (CK), Knowledge of students' understanding (KSU), Pedagogical Knowledge (PK), Subject Matter Knowledge (SMK) and Knowledge about School Context (SC). A Questionnaire on the status of PCK-SSI among high school biology teachers was compiled and modified according to the results reviewed by front-line biology teachers and experts. After modification, a pre-test was conducted to check the quality of the questionnaire and refine the scoring criteria. Based on item response theory and classical measurement theory, the data obtained from the pre-test were analyzed, and the results showed that the evaluation tool was good in reliability, differentiation, one dimension, fit, content validity and grading consistency, and the scoring criteria were clear, so it could be regarded as a good evaluation tool with a high level of reliability and validity, which could probe the level of PCK-SSI of high school biology teachers. The questionnaire was used to conduct formal tests on 60 pre-service and in-service high school biology teachers, and the data obtained from the formal tests were analyzed. At the same time, the interview method was combined with in-depth communication with 12 biology teachers, so as to understand the current status of the PCK-SSI of Chinese high school biology teachers.

    Through questionnaire and interview, the following conclusions are reached: (1) In the pre-test and formal test, the evaluation tool has good reliability and validity, and can reliably and effectively evaluate the PCK-SSI of high school biology teachers. (2) At present, the overall performance of PCK-SSI of high school biology teachers is at a medium level, with uneven levels in all dimensions, and there is still room for improvement. From each dimension, the performance of biology teachers is the best in the knowledge about school environment, while the level of biology teachers decreases in the other four dimensions of subject knowledge, SSI curriculum knowledge, teaching strategy knowledge, and knowledge about students' understanding. (3) This study further analyzed the factors affecting the PCK-SSI of biology teachers, and the results showed that different educational background, teaching age, professional title and the location of the teaching school had no significant influence on the overall performance of the PCK-SSI of biology teachers and the performance of each dimension. Different gender, professional background, teacher status and whether they are backbone teachers have a significant influence on the performance of biology teachers in PK dimension. The experience of open class or competition has a significant impact on the performance of biology teachers in CK dimension. (4) At present, the SSI teaching practice of high school biology teachers is not optimistic. Although most teachers can recognize the necessity of SSI teaching, SSI teaching is often difficult to carry out due to their limited level of PCK-SSI and the pressure of taking the college entrance examination.

    Based on the above research conclusions, the author puts forward some suggestions on optimizing the courses of normal university students and creating internship opportunities from the perspective of universities. From the perspective of education department,suggestions are put forward to improve the teacher training system, strengthen the professional development training of in-service biology teachers, establish the professional development school for teachers, and build the SSI teaching exchange and learning platform. From the perspective of teachers, three suggestions are proposed, namely, establishing the concept of lifelong learning, strengthening independent learning; actively carrying out after-class reflection, expanding reflection ways; and regularly attending PCK-SSI related training to learn SSI teaching knowledge.