科学技术的发展引起人类社会的变革，但将其成果应用于人类社会时，可能会引发社会性的争论，社会性科学议题（socioscientific issue，简称SSI）便由此诞生。随着我国基础教育改革的不断深入，社会性科学议题教学逐渐成为学习科学研究和科学教育研究领域的热点。职前科学教师具有未来科学教师和当代理工科大学生的双重身份，其对社会性科学议题教学知识的认知现状能够在一定程度上反映出我国科学教育和教师教育的情况。

因此，本研究旨在探查职前科学教师SSI教学知识认知现状。在综合已有研究的基础上，通过文献研究初步确定了调查问卷的维度结构。预测试共回收问卷93份，在保证了问卷题目的鉴别度、信度和效度后确定了测量职前科学教师SSI教学知识的工具。正式测试共收集到389份有效问卷，定量分析了职前科学教师SSI教学知识的认知现状。

研究表明，职前科学教师对SSI教学知识的认知有待提高，且性别、专业背景、未来教学学段对职前科学教师SSI教学知识的认知有一定的影响。

基于研究结果，研究者围绕SSI的社会普及、师资培养、课程标准等方面展开综合论述，提出相应的对策和建议。最后，对本研究因研究者自身和其他外在因素所造成的局限进行分析，指出未来研究可通过进一步优化研究工具、丰富调查形式等方式进行完善。

The development of science and technology brings about changes in human society, but when the achievements are applied to human society, social debates may be aroused. Thus, socioscientific issues (SSI) are born. With the deepening of the basic education reform in China, the sociocientific issue-based instruction has gradually become a hot topic in the field of learning science research and science education research. Preservice science teachers have the dual identity of future science teachers and contemporary students, and their cognition status of SSI teaching knowledge can reflect the situation of science education and teacher education in China to a certain extent.

Therefore, this study aimed to investigate the status quo of SSI teaching knowledge cognition of pre-service science teachers. On the basis of synthesizing the existing research, the dimensionality structure of the questionnaire was preliminarily determined through literature research. A total of 93 questionnaires were collected in the predictive test. After ensuring the discrimination, reliability and validity of the questionnaire questions, the measuring tool of SSI teaching knowledge of pre-service science teachers was determined. A total of 389 valid questionnaires were collected in the formal test to quantitatively analyze the cognitive status of SSI teaching knowledge of pre-service science teachers.

The research shows that the cognition of pre-service science teachers on SSI teaching knowledge needs to be improved, and gender, professional background, future teaching period have certain influence on the cognition of pre-service science teachers on SSI teaching knowledge.

Based on the research results, the researcher conducted a comprehensive discussion on the social popularization of SSI, teacher training, curriculum standards and other aspects, and put forward corresponding countermeasures and suggestions. Finally, the limitations of this study caused by the researchers themselves and other external factors were analyzed, and it was pointed out that future research can be improved by further optimizing research tools and enriching investigation forms.