A Study on the Current Status, Problems, and Optimization Paths of Primary School Science Education Professional Development and Teacher Training Models

This study examines the professional development of primary school science education programs and teacher training models in China through an integrated theoretical and practical analysis. The research reveals that despite sustained national policy support for science teacher workforce development and the establishment of science education majors at selected normal universities, significant challenges persist. These include ambiguous professional positioning, outdated curriculum systems, insufficient teacher professional competence, and incomplete training mechanisms. Nationally, approximately 240,000 full-time primary school science teachers serve in schools, representing a critical shortage, with over 70% lacking science and engineering backgrounds. This deficit substantially constrains improvements in science education quality. Adopting a problem-oriented approach, this study proposes four optimization pathways: refining training programs and curriculum systems while strengthening interdisciplinary course development; establishing a tripartite collaborative training model integrating normal universities, education departments, and primary and secondary schools; enhancing teacher training quality and optimizing recruitment structures; and implementing comprehensive evaluation and incentive mechanisms. The study concludes that systematic reform and strategic resource integration can effectively elevate the quality of primary school science teacher preparation, thereby providing essential talent support for building a scientifically and technologically innovative nation.