中小学阶段是学生认知和思维发展的重要时期，培养学生的高阶思维已成为STEM学习的重要目标。STEM教育的质量水平离不开从事跨学科教学的STEM教师，他们可能来源于生物、物理、化学等STEM相关学科的教师，或者信息技术教师和科学教师等。STEM教师的专业水平直接关系到授课质量，进而影响学生的高阶思维培养。当下，我们处于信息化和智能化的时代，STEM教师的专业水平受到其信息素养水平的影响。因此，提升STEM教育质量离不开对教师信息素养的研究。

信息素养(Information Literacy)的概念自20世纪70年代出现以来，逐渐被高度关注。信息素养是教师在信息时代的必备素养，顺应智能环境下教育发展，必须着力提升教师信息素养，完成从教师信息技术应用能力向全面提升教师信息素养的转变。本研究聚焦中小学STEM教师，探究中小学STEM教师信息素养的内涵，进而进行STEM教师信息素养评价，分析其现状水平。

本研究将中小学STEM教师信息素养的内涵结构要素分为基本信息素养、结构情境要素、联结情境要素和传递情境要素，帮助STEM教师在信息和信息技术的支持下进行教育教学。基于上述内涵研究，本文首先通过相关文献研究、STEM教师访谈、精选课程案例分析，初步建构中小学STEM教师信息素养评价指标体系。然后，采用德尔菲法进行评价指标系统化构建。邀请20位STEM教育领域的学者、科研人员、实践人员组成专家咨询小组，针对指标的科学性、适切性和可操作性进行专家咨询，并根据建议完善指标体系，直至专家达成一致意见。在本研究中，共进行两轮德尔菲专家咨询，在每轮咨询后，均进行数据分析和指标修正，最终建立了中小学STEM教师信息素养的评价指标体系，包含4个一级指标、12个二级指标和30个具体表征指标。

基于中小学STEM教师信息素养的评价指标体系，本研究编制了调查问卷，并通过探索性因素分析(EFA)、验证性因素分析(CFA)和信度分析(RA)验证了该问卷的信效度，该调查问卷能够较好的测量中小学STEM教师的信息素养水平。基于上述调查问卷，本研究以在线问卷的形式调查了我国中小学183名在职STEM教师的信息素养、教学效能感及教师知识共享行为。经过描述性统计分析、相关性分析、差异显著性检验，发现：(1)所教学段和年级不同的中小学STEM教师，其信息素养存在显著差异；(2)教龄不同的中小学STEM教师，其信息素养中的基本信息素养维度存在显著差异；(3)性别、学历、年龄等不同的中小学STEM教师，其信息素养、教学效能感和知识共享行为不存在显著差异；(4)中小学STEM教师的基本信息素养、结构情境要素、联结情境要素、传递情境要素、教学效能感、知识共享行为两两显著相关；(5)中小学STEM信息素养处于中等水平，传递情境要素维度水平最低。

教师信息素养是中小学STEM教师的重要核心素养，关系到STEM课程的设计和实施质量。本研究针对中小学STEM教师信息素养提升提出如下建议：(1)关注教师个体生态，激发教师内外部动机；(2)关注教育群体生态，促进跨学科交流共享；(3)关注教育生态系统，创设组织和文化氛围。本研究对于中小学STEM教育质量的提高和教师的专业发展具有理论意义和实践意义，为STEM教师信息素养的全面提升指引方向。

The primary and middle school stage is an important period for students' cognitive and thinking development. Cultivating students’ higher-order thinking has become an important goal of STEM learning. The quality of STEM education is inseparable from STEM teachers who are engaged in interdisciplinary teaching. They may come from teachers in STEM-related subjects such as biology, physics, chemistry, or information technology teachers and science teachers. The professional level of STEM teachers is directly related to the quality of teaching, which in turn affects the cultivation of students' higher-order thinking. At the moment, we are in an era of informationization and intelligence, and the professional level of STEM teachers is affected by their level of information literacy. Therefore, improving the quality of STEM education is inseparable from the research on teachers' information literacy.

Since the concept of Information Literacy appeared in the 1970s, it has gradually received high attention. Information literacy is a necessary literacy for teachers in the information age. To adapt to the development of education in an intelligent environment, efforts must be made to improve teachers’ information literacy and complete the transformation from teachers’ information technology application ability to comprehensive improvement of teachers’ information literacy. This research focuses on STEM teachers in primary and secondary schools, and aims to explore the connotation of information literacy of STEM teachers in primary and secondary schools, and then evaluate the information literacy of STEM teachers and analyze their current level.

This study divides the connotative structural elements of information literacy of STEM teachers in primary and secondary schools into basic information literacy, structural contextual elements, connecting contextual elements, and transmitting contextual elements, helping STEM teachers to educate and teach with the support of information and information technology. Based on the above connotation research, this article firstly constructs an evaluation index system for STEM teachers' information literacy in primary and secondary schools through relevant literature research, interviews with STEM teachers, and case analysis of selected courses. Then, the Delphi method is used to systematically construct the evaluation index. We invite 20 scholars, researchers, and practitioners in the field of STEM education to form an expert advisory group to conduct expert consultation on the scientificity, relevance and operability of the indicators, and improve the indicator system according to the suggestions until the experts reach a consensus. In this study, a total of two rounds of Delphi expert consultation were conducted. After each round of consultation, data analysis and index correction were carried out. Finally, an evaluation index system for information literacy of STEM teachers in primary and secondary schools was established, including 4 first-level indicators, 12 secondary indicators and 30 specific indicators.

Based on the evaluation index system of STEM teachers' information literacy in primary and secondary schools, this study compiled a questionnaire, and verified the reliability and validity of the questionnaire through exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and reliability analysis (RA) This questionnaire can better measure the information literacy level of STEM teachers in primary and secondary schools. Based on the above questionnaire, this study investigated the information literacy, teaching efficacy and knowledge sharing behaviors of 183 in-service STEM teachers in primary and secondary schools in China in the form of online questionnaires. After descriptive statistical analysis, correlation analysis, and significance test of differences, it was found that: (1) STEM teachers of primary and secondary schools of different teaching stages and grades have significant differences in information literacy; (2) STEM teachers of primary and secondary schools with different teaching ages have significant differences in the basic information literacy dimensions of their information literacy; (3) There are no significant differences in information literacy, teaching efficacy, and knowledge sharing behavior for STEM teachers of different primary and secondary schools in gender, education, age, etc.; (4) The basic information literacy, structural context elements, connection context elements, transmission context elements, teaching efficacy, and knowledge sharing behaviors of STEM teachers of primary and secondary schools are significantly related to each other; (5) The information literacy of STEM teachers in primary and secondary schools is at the middle level, and the dimensionality of the elements of context is the lowest.

Teacher information literacy is an important core literacy of STEM teachers in primary and secondary schools, and it is related to the quality of STEM curriculum design and implementation. This research proposes the following suggestions for improving the information literacy of STEM teachers in primary and secondary schools: (1) Pay attention to the teacher's individual ecology and stimulate teachers' internal and external motivations; (2) Pay attention to the education group ecology and promote cross-disciplinary exchanges and sharing; (3) Pay attention to the education ecosystem and create an organizational and cultural atmosphere. This research has theoretical and practical significance for the improvement of the quality of STEM education in primary and secondary schools and the professional development of teachers. It is a guide for the overall improvement of STEM teachers' information literacy.