教育乃立国之本，好的教育需要好的教师，有关教师教育的研究表明，过硬的专业知识是好教师的重要条件。尽管在新课改理念的影响下，我国小学语文教学已经取得了巨大进步，但所面临的挑战还依然严峻，而借助PCK这一重要理论来指导小学语文教师的教学正是突破目前困境的关键。 本研究以两位新手小学语文教师为个案，探寻了新手小学语文教师PCK的特征，并讨论了影响小学语文教师PCK形成的因素。论文主要分为七个章节： 第一章为绪论，主要介绍该问题的研究缘起和研究意义。 第二章为文献综述，该部分对以往关于PCK的文献进行了梳理，了解PCK的起源、研究的发展阶段、研究趋势、内涵、构成要素、建构路径、学科教学知识的发展阶段、研究方法，并对语文学科教学知识的相关方面也进行了梳理。已有的研究表明对PCK内涵的认识应该结合“静态”和“动态”两种视角，而语文PCK主要由语文教学定位知识、语文教学策略知识、语文课程知识、有关学生的知识、有关情境的知识五个部分相互影响、相互联结而成，并在此基础上形成了本研究关于语文PCK的研究框架。 第三章为研究设计，主要介绍本研究的研究问题、概念界定、研究框架、数据收集和整理的办法、数据分析方法，研究的可靠性等方面。 第四、五章为本研究的研究发现与讨论部分，分别对本研究中两个个案——H教师和W教师PCK的不同特征进行了呈现。 第六章为研究结论与建议。本研究发现新手小学语文教师PCK存在 “教知识点”和“提高语文核心素养”两种取向，影响新手小学语文教师PCK形成的重要因素主要包括教师的语文学科知识基础、关于语文教学的信念、专业认同感和所获得的专业支持。理想的小学语文教师PCK应该以“提高语文核心素养”为导向，才能真正促进学生的发展，而小学语文教师PCK的形成又必须以语文学科知识作为基础条件，同时也离不开外部环境中强有力的专业支持。 第七章为局限与反思。

Education is the foundation of the nation. Good education requires good teachers. Research on teacher education shows that good professional knowledge is an important condition for good teachers. Although great progress has been made in Chinese teaching in primary schools under the influence of the new curriculum reform concept, the chanllenges are still severe.The key to break through the current predicament is to use the important theory of PCK to guide the teaching of Chinese teachers in primary schools. This study takes two novice primay school Chinese teachers as examples to explore the characteristics of PCK and discuss the factors that affect the formation of PCK of primary school Chinese teachers. The thesis is divided into seven chapters: PCK of primary school Chinese teachers. The thesis is divided into seven chapters: The first chapter is the introduction, mainly introduces the origin and significance of the reseach. The second chapter is the literature review, which combs the previous literature about the subject teaching knowledge. Introducing the origin of the pedagogical content knowledge, the development stage of the research, the research trend, the connotation, the constituent elements, the construction path, the development stage of the pedagogical content knowledge, as well as the research method, At the same time, the related aspects of the teaching knowledge of Chinese subject are also combed out. Existing studies have shown that the understanding of the connotation of PCK should be combined with “static” and “dynamic” perspective. The Chiese PCK mainly consists of five parts: the knowledge of Chinese teaching orientation, the knowledge of Chinese teaching strategy, the knowledge of Chinese curriculum, the knowledge of students and the knowledge of situation. On this basis, the research framework of this study about the pedagogical content knowledge of Chinese subject is formed. The third chapter is the research design, mainly introduces the research question, the concept definition, the research frame, methods of data collection and collation, methods of data analysis, the reliability of the research. The fourth and fifth chapters are the research findings and discussion parts of this study. The different characteristics of PCK in the two cases, H teacher’s and W teacher’s, are presented respectively. The sixth chapter is the conclusion and suggestion of the research. This research has found that there are two orientations of " teaching knowledge point " and " improving the core accomplishment of Chinese " in Chinese teacher ‘s PCK in primary school. The important factors that affect the formation of the PCK of the novice primary school Chinese teachers mainly include the teachers’ knowledge base of Chinese subjects, their beliefs about Chinese teaching, their professional identity and their professional support. Only the primary school Chinese teacher PCK should be guided by "improving the core accomplishment of Chinese" can really promote the development of students. The formation of PCK for primary school Chinese teachers must be based on the knowledge of Chinese subject, and it can not be separated from the strong professional support in the external environment. The seventh chapter is limited to reflection.