2004年我国新一轮高中新课程改革正式启动，教师作为课程的落实者与实施者，在迎来挑战的同时，也迎来了自身专业发展的契机。由于与原来的课程相比，高中化学新课程的课程理念、课程目标、课程结构、课程内容、教学方式和考试评价等各方面都发生了很大的变化，仅靠教师的感悟提高自身水平受到一定的限制，因此高效优质的教师培训对新课程背景下的教师专业发展至关重要。本文选取了教师专业发展中的学科教学知识（PCK）的视角，对新课程培训下教师PCK的发展情况、影响因素以及有效策略等问题进行了比较深入的研究。研究中采用了两种培训模式，一种是基于网络平台的大规模培训模式（以下简称网授式），针对09年9月份新进新课程的5888名化学教师实行为期十天的全员远程培训和网络研修，培训中运用课程视频、课程文本、课程简报、在线研讨和学员互评等多种培训策略帮助教师发展PCK。另外一种是采用面授式小班级教育硕士课程的模式（以下简称面授式），针对39名北师大07级及部分08级教育硕士进行的为期5天的暑期课程培训。培训中设计了培训者对专题内容的讲解、PPT呈现、学员讨论、培训者点评、自我反思、案例介绍、案例视频以及教材文本等多样式的培训策略。在网授式培训中采用问卷测查的方式，在面授式培训中采用问卷、访谈及培训课堂分析相结合的方式进行研究。测查研究表明，无论是网授式培训还是面授式培训，在转变和发展教师对高中化学新课程所要求的PCK上都产生了显著的促进效果。培训后教师PCK的三个维度——教学观念、教学知识和教学策略及下属项目的层级水平也都有显著的提高。对培训中的影响因素进行研究，结果表明：网授式培训对不同性别、不同教龄、不同职称、不同学校类型、不同地区的教师的PCK发展均有显著的效果，女教师同男教师间缩小了培训前的显著差距。面授式培训后男女教师、各教龄段，各级职称、各种学校类型以及所在地区实施新课程时间不同的教师的PCK均有显著的提高，实施新课程时间较短地区提高幅度更显著。两种培训模式都显示，职称较低的教师的PCK发展空间更大，中等级别学校如区级、市级示范校的教师的PCK水平发展潜力较大。对具体培训策略的培训效果进行研究，结果发现：教师对两种培训模式中用到的各种策略满意度均在85%以上。进一步研究表明，网授式培训中视频课程对于教师的培训效果显著高于其他形式，然后依次是文本课程、课程简报以及在线研讨和学员互动。面授式培训中，培训者参与较多的策略，如学习活动中培训者的点评、培训者对专题内容的讲解和案例介绍的培训效果较好，其次是学习活动中的自我反思、案例视频和学习活动中参训教师的交流。相对静态的的培训策略如教材文本和PPT呈现的培训效果略差。

In 2004, the new curriculum reform of secondary school in China starts formally.It brought the teacher challenges as well as opportunities of their professional development.Becouse that the curriculum concept, curriculum structure, curriculum content,teaching methods and examination evaluation have great changes when compared with the original course, it’s hard for teachers to rise the level by themself, so the high quality teacher training is very important to the professional development of teachers. This paper studies the development of teachers’ PCK, influencing factors and effective strategies from the viewpoint of Pedagogical Content Knowledge (PCK) under the new curriculum training.The research uses two training modules, one is web-based, large-scale training model (hereinafter referred to as web-based training) for 5888 chemistry teachers who would teach the new curriculum in September 2009, the teachers must have a 10 days Distance-network training. The training used strategies of course video, course text, course bulletin, online discussion and mutual judgment to help teachers to develop PCK. The other is face-to-face small-class model (hereinafter referred to face-to-face training), for 39 Masters of Education from Beijing Normal University to have a 5-day training during summer vacation. In this modle, the trainer designed various strategies, such as explanation of the content, PPT presentation, participant discussion, comments from the trainer, self-reflection, cases description, cases video and course text. The web-based training uses questionnaire method, the face-to-face training adopts methods of questionnaire, interviews and class-analysis. The investigation shows that both the web-based training and the face to face training have a significant effect on transforming and developing chemistry teachers’ PCK as well as the three dimensions - Conceptions of teaching，Knowledge about teaching and strategy of teaching.The receach on the influencing factors shows: the web-based training has a significant effect on teachers with different professional job titles, areas, and the school types，especially on the female teaches and teaches in medium level high school. The face-to-face training has a remarkably effect on teachers with different sex, professional job titles, areas, school types, time to perform new curriculum.Teachers from areas where has shorter time to perform new curriculum progress more remarkably. Both of the models show that teachers with lower job titles and ones in medium level high school have more potential. The investigation on effect of the training strategies suggests that teachers’ satisfaction with the training strategies reachs more than 85%. In the web-based training model, video courses has more remarkable effect than other forms, followed by the course text, course bulletin, online discussion and mutual judgment. In the face-to-face training model, teachers prefer strategies with the trainer joins, such as explanation of the content, comments from the trainer, self-reflection and cases description, next are self-reflection, cases video, and participant discussion, correspondingly, the effect of PPT presentation and course text is worse.