本研究旨在考察初中数学教师的学科教师知识水平，对北京某师范大学的50名职前教师和北京石景山区、西城区和海淀区的59名初中数学教师的学科教学知识进行了问卷调查。问卷包括两个主要部分，包括情境任务（记为A部分）和李克特量表（记为B部分），情境任务用来测量PCK的核心——教师对学生的困难及错误的理解，以及教学策略和表征，共5题，包含的数学主题有一元一次方程、平行线、圆周角、函数等；李克特五点量表分为四个维度——学生理解、教学策略、数学课程知识以及教学目标和情境，共24题。本研究主要运用三种数据分析方法：对教师PCK的水平现状研究采用描述性统计分析；对不同特点的教师PCK差异研究运用平均数差异检验、方差分析等；对不同教龄的教师的PCK差异研究除采用方差分析等量化分析外，还结合教师的简短回答进行质性分析。主要的数据分析工具是PASW Statistics 18.0。研究结果表明：在职教师的PCK表现几乎全部显著地优于职前教师。教师学科教学知识与性别、职称、教龄等有一定的相关，尤其是教龄，不同教龄的教师，其PCK表现出显著差异。而对于在职教师而言，教龄对PCK水平并没有显著影响。研究中对教龄变量进行了详细讨论。此外，在教师的PCK发展的支持来源中，83.3%的教师选择了自己的阅读与学习；其次是学校教师（58.3）与网络（48.1%）；在职培训项目（37.0%）与国家课程标准（34.3%）次之；再次之是职前课程（20.4%）；学校校长及其他对教师的发展支持最少。

This study aims to measure secondary mathematics teachers' PCK with a questionnaire. The questionnaire survey sample mainly comes from three districts of Beijing, including 50 pre-service teachers from a normal university and 59 junior middle school mathematics teachers from diverse school of three districts of Beijing.The questionnaire includes two main parts, situation-based tasks (notes for part A) and the likert scale (notes for part B). Situation-based tasks are used to measure the core of PCK - teachers' understanding of students' difficulties and errors, as well as the teaching strategies and demonstration.There are 5 tasks, and the topics include equation, parallels, circles, function, etc . Likert five-point scale is divided into four dimensions - students understanding, teaching strategy, mathematics curriculum and the teaching goal and situations.In this study, I use three methods of data analysis: a research about the present situation of the level of the teachers' PCK using descriptive statistical analysis, a research on different characteristics of teachers' PCK difference using the average difference test, analysis of variance, etc.,and a research on different teaching experiences of teachers' PCK difference except with variance analysis and quantitative analysis, also combined with teachers' short answers for qualitative analysis. The main data analysis tool is PASW Statistics 18.0.The results show that, almostly in-service teachers’ PCK performance is significantly better than pre-service teachers. Teachers' PCK and gender, occupation, teaching age have some relevance, especially teaching age. For different teaching age of teachers, their PCK show significant differences. Yet, for the in-service teachers, different teaching age shows no significant dirrerences in their PCK. Studies on teaching age variables are discussed in detail.In addition, in the teacher's PCK development support, 83.3% of the teachers choose their own reading and learning; The second is the school teacher (58.3%) and network (48.1%); followed by On-the-job training programs (37.0%) and the national curriculum standard (34.3%), Again the pre-service courses (20.4%); The school principal and other support for the development of the teachers is at least.