To achieve the goal of cultivating students' scientific modeling competence, it is crucial to improve teachers' epistemic knowledge and skills with respect to modeling-based teaching. Taking into consideration existing studies on enhancing teaching competence and teachers' professional development on modeling, and the importance of classroom teaching quality for effective and meaningful teaching and learning, we proposed a framework for the assessment of teachers' modeling-based teaching performance (MBTP) in science classrooms. Based on the framework, we developed hypotheses on 18 MBTP indicators and five levels of MBTP, and created a modeling-based teaching observation protocol (MBTOP) to test these hypotheses, to see how well they represent teachers' levels of MBTP, and how well they differentiate teachers with different MBTPs. We found that most of the lessons in our research sample were at a low level, and MBTP indicators proposed in this study could distinguish individual lessons in terms of their levels of MBTP. The validated performance indicators and levels can provide insights for the assessment and development of teachers' modeling-based teaching competencies in science teaching.

中文翻译：

---

用于测量科学教师基于模型的教学表现的观察协议的开发和验证

为达到培养学生科学建模能力的目标，提高教师对建模教学的认知知识和技能至关重要。考虑到现有关于提高建模教学能力和教师专业发展的研究，以及课堂教学质量对有效和有意义的教与学的重要性，我们提出了一个基于建模的教师教学绩效评估框架（MBTP）在科学教室里。在该框架的基础上，我们对 18 个 MBTP 指标和 MBTP 的五个级别进行了假设，并创建了一个基于模型的教学观察协议（MBTOP）来检验这些假设，看看它们在多大程度上代表了教师的 MBTP 水平，以及他们如何区分具有不同 MBTP 的教师。我们发现我们的研究样本中的大部分课程都处于低水平，本研究中提出的 MBTP 指标可以根据 MBTP 水平区分个别课程。经验证的绩效指标和水平可以为教师在科学教学中的建模教学能力的评估和发展提供见解。