随着我国课程改革的不断推进和发展，教师专业发展受到越来越多的关注。国内外专家发现，学科教学知识（PCK）水平是影响教学效果的重要因素之一。学科教学知识(以下简称PCK)是教师知识研究中最受关注的问题之一。PCK水平对即将成为教师的英语师范生的重要性得以凸显。为了提高未来教师专业水平和课堂教学效果，本研究以北京师范大学英语公费师范生为对象，应用美国埃里克森学院开发的PCK测评工具，通过观察教学视频与问卷调查的方式，调查了其PCK水平。研究从PCK的三个构成要素，即教学内容知识、学生知识、教学策略知识，和每个要素下划分出的三种能力共计九种能力，即识别核心概念的能力、掌握概念关系的能力、掌握概念发展的能力、判断学生理解概念水平的能力、安排下一步课程的能力、预测学生学习困难的能力、鉴别有效教学策略的能力、调整教学策略适应能力强的学生的能力，和调整教学策略适应能力弱的学生的能力进行了研究和分析。

研究发现，（1）英语公费师范生的PCK整体综合水平处于中等水平，仍有较大提升空间、（2）英语公费师范生的PCK的三个构成要素水平均处于中等水平。对三个构成要素进行横向比较，则学生知识的水平最高，教学策略知识的水平次之，教学内容知识的水平最低、（3）英语公费师范生的PCK 的九种能力水平均处于中等水平。根据研究结果，九种能力水平由高到低可依次排列为,安排下一步课程的能力，鉴别有效教学策略的能力，判断学生理解概念水平的能力，调整教学策略适应能力弱的学生的能力，预测学生学习困难的能力，掌握概念发展的能力，调整教学策略适应能力强的学生的能力，识别核心概念的能力，掌握概念关系的能力。

因此，针对该结论，英语公费师范生应在进入一线教学前尽可能多地提高自身PCK水平，大学课程及教育实习都应为提高公费师范生PCK水平提供帮助。如此，公费师范生方能够更新教学理念，提高专业素养，根据学生特点灵活采取多种教学策略以提高课堂效果。本研究为调查英语公费师范生的PCK水平现状及未来如何提高英语公费师范生的PCK水平提供了参考。

With the development of teaching content reform, more and more attention has been paid to teacher professional development. Experts at home and abroad have found that the level of Pedagogical content knowledge (hereinafter referred to as PCK) is one of the most concerned issues in teacher knowledge research. The importance of PCK level to government-sponsored English normal students is highlighted. In order to improve teachers’ professional level and classroom teaching effect in the future, this study took government-sponsored English normal undergraduates in Beijing Normal University as the object and investigated their PCK level with the PCK assessment tool developed by Chicago Erickson College of the United States. Participants were asked to observe the teaching video and complete the questionnaire. There are three elements and each element containing three abilities which sums to nine kinds of abilities in PCK. The research data were studied and analyzed from the above aspects to draw conclusions.

The study found that, (1) There are individual differences in PCK of government-sponsored English normal students. On the whole, the level of PCK of government-sponsored English normal students is in the medium level, and there is still much room for improvement. (2) From the three dimensions of government-sponsored English normal students’ PCK, the knowledge of teaching content, the knowledge of learners and the knowledge of instructional strategies are all in the medium level. The horizontal comparison of the three dimensions indicates that the knowledge level of learners is the highest, the knowledge level of teaching strategies comes next, and the knowledge level of teaching content is the lowest. (3) The nine abilities of PCK of government-sponsored English normal students are all in the medium level. Based on the result, the nine abilities can be listed in order from highest to lowest, that is, the ability to arrange the course, the ability to identify effective teaching strategies, the ability to judge the level of learners’ conceptual understanding, the ability to adjust teaching strategies to accommodate weaker learners, the ability to predict learners’ learning difficulties, the ability to identify concept cognitive order, the ability to adjust teaching strategies to accommodate stronger learners, the ability to identify core concepts and the ability to identify concepts relationship.

Therefore, in view of the conclusion, government-sponsored English normal students should improve their PCK level in the university courses and internships. In this way, the teachers’ professional skilled can be improved. The conclusion provides references for future research to investigate and improve the government-sponsored English normal students’ PCK level.