当今时代的化学教育除了要给予学生坚实的科学知识基础，更重要的是让学生掌握利用化学解决生活中相关真实问题的能力。项目式教学将社会生活真实问题设置为驱动性问题，在教师的引导下学生针对问题展开研究，过程中学生的各种能力都得到发展。项目式教学日益受到教师们的重视，同时也对教师们提出了更高挑战。教师项目式教学能力是项目式教学实施成功的根本保障。为了能更好地评价和发展教师的项目式教学能力，使项目式教学真正能够落实促进学生的各方面发展，开展了化学教师项目式教学能力结构、项目式教学能力表现测量与评价、项目式教学能力发展的系统研究。

本研究基于对国内外项目式教学研究以及教学能力的研究的梳理，在已有文献研究基础上梳理出化学教师项目式教学能力的内涵框架，预设项目式教学能力结构模型。为了评价教师项目式教学能力，本研究在构建项目式教学能力结构模型的基础上，开发化学教师项目式教学能力表现评价工具，并利用119节项目式教学课例进行编码分析。通过Rasch模型对评价工具进行了两轮的修订，最终形成的教师项目式教学能力表现评价工具包括四个子维度共计19个题项。试题和样本总体信度良好；通过多维Rasch模型检验，四个子维度能力信度、各题项指数均符合Rasch模型要求，怀特图整体分布情况良好。综合来看，项目式教学能力表现评价工具能够清晰地评定教师的项目式教学能力。最终确定项目式教学能力四维模型，其包含四维度子能力：创设项目情境及任务的能力、组织与监控项目活动的能力、开展项目评价的能力、支持学生发展的能力。其中，创设项目情境及任务的能力、组织与监控项目活动的能力是教师项目式教学能力的基石，创设项目情境及任务的能力为项目式教学提供抓手，组织与监控项目活动的能力真正将教师创设的项目式教学蓝图落实细化，教师的开展项目评价的能力、支持学生发展的能力是项目式教学能力的重要体现，为教师开展项目式教学提供创造性源泉。

利用修订后的评价工具，构建和刻画化学教师项目教学总能力与子维度的水平和特征。首先进行理论水平预设，其次基于Rasch模型利用Conquest软件和Winsteps软件进行验证，最终将项目式教学能力每个子维度能力划分为四个水平进阶，将项目式教学总能力划分为五个水平进阶：未达标项目式教学能力、应用型项目式教学能力、建设型项目式教学能力、创新型项目式教学能力，并通过质性描述样本类别特征，确定各个水平的表现特征。

此外，本研究还基于教师项目式教学能力结构的理论和评价研究结果，进行化学教师项目式教学能力发展的探索性研究。依据教师项目式教学能力结构和评价研究结果，抽提概括促进化学教师项目式教学能力发展的关键点。通过配对样本t检验，探查现有的“高端备课”教师专业发展培训模式对教师项目式教学能力发展的影响；之后选取“高端备课”中的典型教师个案，开展促进项目式教学能力发展的行动研究，通过比较教师在培训过程中的教学设计与实施的变化，结合访谈法、观察法探查教师项目式教学能力各维度子能力的变化发展以及原因，从而检验构成理论和评价研究结果对于发展教师项目式教学能力的有效性，并提炼和丰富相关的教学策略。

In addition to giving students a solid foundation of scientific knowledge, it is more important for them to master the ability to use chemistry to solve real problems in daily life. Project-based teaching sets the real problems of social life as driving problems. Under the guidance of teachers, students carry out research on the problems, and students' various abilities are developed in the process. Project-based teaching has been paid more and more attention by teachers, and it also poses higher challenges to teachers. Teachers' project-based teaching competence is the fundamental guarantee for the successful implementation of project-based teaching. In order to better evaluate and develop teachers' project-based teaching competence, letting project-based teaching truly promote the development of students in all aspects, a systematic research has been carried out on the assessment and performance of the chemistry teachers' project-based teaching competence.

This research was based on the research of project-based teaching and the research of teaching competence. The framework of project-based teaching competence of science teachers was constructed on the basis of existing literature research, and the structural model of project-based teaching ability was preset. In order to evaluate teachers' project-based teaching competence, this study developed the assessment tool of science teachers' project-based teaching competence, and coded and analyzed 119 project-based teaching examples. Rasch model was used to revise the assessment tool for two rounds, and the final evaluation tool of teachers' project-based teaching performance consisted of 19 items in four sub-dimensions. The overall reliability of the tool was good; and it was proved that it was reasonable to divide project-based teaching competence into four sub-dimensions. Through the multidimensional Rasch model test, the reliability of the four sub-dimensions and the index of each item all met the requirements of the Rasch model, and the overall distribution of samples on the Wright map was good. In general, project-based teaching performance assessment tool can clearly assess teachers' project-based teaching competence. The four-dimensional model of project-based teaching ability was finally determined, which included four-dimensional sub-abilities: the ability to create project situations and tasks, the ability to organize and monitor project activities, the ability to carry out project evaluation, and the ability to support the development of students. Among them, the ability to create project situations and tasks, and the ability to organize and monitor project activities, are the foundation of the project-based teaching competence; the ability to create project situation and task provides the basis for the project-based teaching; and the ability to organize and monitor project activities can really help teachers carry out the project-based activities in detail; the ability to carry out project evaluation, and the ability to support the development of students reflect the teacher's project-based teaching competence and provide a creative source for teachers to carry out project-based teaching.

The revised evaluation tool was used to describe the level and characteristics of chemistry teachers' total project teaching competence and sub-dimensions. First preset the theoretical level, then used the Conquest and Winsteps software to verify the theory level on the Rasch model, finally each dimension of the project-based teaching competence was divided into four levels, and the total project-based teaching competence was divided into five levels, and determined the performance characteristics of each level through qualitative description of sample characteristics, .

In addition, this study also carried out an exploratory study on the development of chemistry teachers' project-based teaching competence based on the theory of teachers' project-based teaching competence and the results of assessment research. Based on the results of the assessment of teachers' project-based teaching competence, the key points to promote the development of chemistry teachers' project-based teaching competence were summarized. By means of paired sample t test, the influence of the existing teacher professional development training mode on the development of teachers' project-based teaching competence was investigated. Then selected representative teachers to carry out action research. Through the observation of the change of teachers' teaching and teachers' daily life, and interviews with teachers, the research detected the development of the project-based teaching competence and the reasons behind it, so as to test the effectiveness of the theory and enrich teaching strategies.