目前，随着科学教育领域对模型与建模的重视程度提高，模型与建模作为科学实践的重要组成部分逐渐成为科学教育必不可少的内容，作为教育目标之一被纳入了许多科学学科的课程标准。为发展学生的建模能力，教师自身的建模能力及建模教学水平发挥着重要作用，是教师专业发展的组成。有关学生建模能力的量化研究已经非常丰硕，但国内关于我国职前生物学教师群体建模能力的研究较少，职前生物学教师作为即将踏入一线生物教师岗位的群体，有针对性地评价职前生物学教师的建模能力表现水平很有必要。

建模能力是指能够对特定现象抽象出其主要特征，依据科学直觉建构其关系、结构等模型，并用科学语言进行表征的能力。本研究基于文献综述，构建了职前生物学教师的建模能力表现两维度九要素三水平框架，其中两个维度分别是关于建模的知识和建模实践，关于建模的知识维度分为五个要素：模型本质、模型多样性、模型目的、模型测试和模型修改，从这五个方面可以反映职前生物学教师模型与建模的理解水平。建模实践维度分为四个要素：模型构建、模型验证、模型修正和模型应用，这四个部分体现了建模的过程，能够反映职前生物学教师的实际建模表现水平。该框架对每一要素进行了从低到高的水平划分。依据构建的职前生物学教师建模能力表现框架，结合高中生物学教材中典型的生物学模型，开发了《职前生物学教师建模能力测评问卷》，并使用该问卷调查了共 135 位职前生物学教师。 基于经典测量理论和项目反应理论进行数据分析，结果表明本研究开发的问卷具有较好的信效度，能够较为可靠、有效的测量职前生物学教师的建模能力水平。

正式测试结果表明，职前生物学教师的建模能力整体表现水平较好，且建模知识维度的得分高于建模实践维度，在不同模型视角下的能力均值表现从高到低依次是物理模型建模能力、数学模型建模能力和概念模型建模能力。

At present, with the increasing emphasis on model and modeling in the field of science education, model and modeling, as an important part of scientific practice, have gradually become an indispensable part of science education and have been included in the curriculum standards of many science disciplines as one of the educational objectives. In order to develop students' modeling competence, teachers' modeling competence and modeling teaching level play an important role, which is the composition of teachers' professional development. The quantitative research on students' modeling competence has been numerous, but there are few researches on the group modeling competence of Chinese teachers and pre-service biology teachers in China. As the group who are about to step into the frontline of biology teachers, it is necessary to evaluate the performance level of pre-service biology teachers' modeling competence in a targeted way.

Modeling competence refers to the competence to abstract the main features of a specific phenomenon, construct its relationship, structure and other models based on scientific intuition, and use scientific language to represent. Based on the literature review, this study constructed a two-dimensional, nine-element and three-level framework for the modeling competence of pre-service biology teachers. The modeling competence of pre-service biology teachers includes the understanding of modeling knowledge and the performance of modeling practice, among which the modeling knowledge includes five elements, namely nature of models, alternative models, purpose of models, testing models and changing models. Modeling practice includes model construction, model validation, model modification and model application. According to the constructed modeling competence performance framework of pre-service biology teachers and combined with typical biological models in high school biology textbooks, the "Evaluation Questionnaire of pre-service Biology teachers' Modeling Competence" was developed, and a total of 135 preservice biology teachers were surveyed with this questionnaire.

Based on the classical measurement theory and item response theory, the data analysis results show that the questionnaire developed in this study has good reliability and validity, and can reliably and effectively measure the modeling competence level of pre-service biology teachers. The formal test results showed that the modeling competence of pre-service biology teachers had a good overall performance level, and the score of modeling knowledge dimension was higher than that of modeling practice dimension. The average performance of competence under different model perspectives was physical model modeling competence, mathematical model modeling competence and conceptual model modeling competence in order from high to low.