本文以教师专业素质的构成框架为基础,编码分析了中国、美国、日本、韩国中学科学教师教育课程及其核心内容,发现中、美、日、韩对职前科学教师专业意识的培养较薄弱,专业知识的培养均重视学科知识和基础文化知识,专业技能的培养形式相似但内容差异大。基于比较结果为中国的科学教师教育课程提出改革建议。 Based on the constitutional framework of teachers’ professional qualities, this paper encodes and analyzes the science teacher education curriculum and its core contents in secondary schools in China, the United States, Japan and South Korea. It finds that the professional awareness of pre-service science teachers in China, the United States, Japan, and South Korea is weakly cultivated The training of professional knowledge places emphasis on subject knowledge and basic cultural knowledge. The training of professional skills is similar in form but different in content. Based on the comparison results, suggestions for reforming science teachers education in China are put forward.