英语教师专业知识是影响英语教师专业化水平提升以及英语课堂教学质量提高非常重要的因素。自西藏地区推行基础教育课程改革以来，英语教师专业知识水平提升的问题得到了教育行政部门与学校领导很大的关注。本文以西藏日喀则初中英语教师为研究对象，发放问卷80份，对研究对象从英语语言知识、英语国家文化知识及中西文化比较知识和语言学习策略知识三个层面进行了研究，所获数据利用SPSS17.0统计分析工具进行了分析，得出如下结论： 西藏日喀则地区初中英语教师专业知识整体水平偏低；不同教龄的英语教师在英语语言知识上存在差异；不同职务的英语教师在英语国家文化知识及中西文化比较知识上存在明显差异；不同性别、专业的英语教师在语言学习策略上也都存在差异（P< 0.05）。 导致西藏地区英语教师专业知识整体水平偏低的主要影响因素包括：教师自我发展意识薄弱；英语教师短缺；管理和评价制度不合理；教师专业发展资源匮乏等。为提高初中英语教师专业知识发展水平，需要英语教师强化自身学习意识、平衡专业知识结构、加强与同事同行之间的学习交流。需要学校注重教师专业成长、完善教师管理和评价制度、重视对教师的激励、搭建教师合作学习平台、开展校本培训等。需要教育教育行政部门建立合理的教师培训体系，改革传统的培训模式，提高培训的实效性。

It is a very important factor to improve the professional level of English teacher and improve the quality of English teaching for English teachers’ professional knowledge. Since the introduction of basic education curriculum reform in Tibet，the problem of enhancing the level of English teachers’ professional knowledge has been greatly concerned by educational administrative departments and school leaders. A questionnaire survey of English teachers’ professional knowledge was distributed for 80 English teachers of Middle School. The study conducted from three aspects: the English language knowledge, English national culture and the comparison culture knowledge of Chinese and western, and language learning strategy. Data obtained using SPSS 17.0 statistical analysis tools were analyzed, the following conclusions:English teachers' professional knowledge level of Middle School is low; different English teachers of teaching ages in the English language knowledge have diversity; different English teachers of positions in the English national culture and the comparison culture knowledge of Chinese and western have diversity; different English teachers of gender and specialty in language learning strategy have diversity (P <0.05).Because of weak sense of self-development of teachers; shortage of English teachers; unreasonable management and evaluation system; and teacher professional development resource scarcity, Overall level of English teachers’ professional knowledge in shigatse is low. In order to improve the level of English teachers' professional knowledge development of junior high school, English teachers need to strengthen their own sense of learning, balance professional knowledge structure, and strengthen learning exchanges with colleagues and peers. Schools need to focus on teacher professional development, improve teacher management and evaluation system, emphasis incentives for teachers,build a platform for cooperative learning, and open school-based training. Educational administrative departments need to establish a reasonable educational training system to reform traditional training model and improve the effectiveness of the training.