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outdated curriculum systems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.