自从舒尔曼提出学科教学知识（Pedagogical Content Knowledge，简称PCK）的概念，学科教学知识逐渐成为衡量教师教学行为的标准。经大量研究表明，教学实践是教师学科教学知识的重要来源。对于准幼儿园教师，即在校学前教育专业的师范生们，他们的学科教学知识主要来源于教育实习，那么这些准幼儿园教师实习前后PCK水平有怎样的变化？本研究旨在揭示准幼儿园教师数学领域学科教学知识的现状及经过教育实习后发生的具体变化，初探促进其变化的主要原因。本研究随机抽取了和田师范专科学校学前教育专业的30名实习生，以基于视频的问卷调查法为主要手段，辅以课堂观察法、访谈法，通过描述性统计、配对样本T检验等统计方法对实习生数学PCK知识的前后差异进行了分析；通过课堂观察和对两名实习生的深度访谈，剖析影响实习过程中PCK发展的主要因素。主要结论如下:1、实习后PCK总体得分与实习前PCK总体得分之间有显著差异，实习后PCK总分的到显著提高。2、实习前后PCK问卷四个部分中：“活动中的学科内容知识”、“学科相关的儿童发展知识”及“儿童相关的学科内容知识”得分提高，并且具有显著差异，“教学法知识”得分提高，但是没有显著差异。在实习后，PCK四个维度中，儿童相关的学科内容知识增幅最高，其次是学科相关的儿童发展知识、活动中的学科内容知识，增幅最小的是教学法知识。实习后儿童相关的学科内容知识学科总分及五个维度都得到显著提高。五个维度的增幅排序依次为：数量、关系、层次、年龄适宜性、指向领域。3、教学实践活动、实习生自我反思和经验总结、实习生自身心理素质和专业素养以及幼儿园其他教师榜样是影响准幼儿园教师形成数学领域教学知识的主要因素。

Since Shulman put forward the concept of Pedagogical Content Knowledge (PCK),PCK gradually became the measure of teachers' teaching behavior. A large number of studies shown that teaching practice is an important source of PCK. For quasi kindergarten teachers, namely, the preschool education students in school, after educational practice, how their mathematics pedagogical Content Knowledge (MPCK) will change? This study was to reveal the change of quasi pre-school kindergarten teachers’ MPCK, and try to explore the elements influencing of kindergarten teachers’ MPCK.The research participants were 30 the preschool education students in Hotan Teachers College. The study had been conducted based on the video-cued PCK Questionnaires, recording classes and interviews, the dates were analyzed by using descriptive statistics methods, such as description statistical, t-test.The major results of the study are as follows:1. The interns’ MPCK score has significant differences after the educational practice, MPCK score has significantly improvement.2. After the educational practice, in the four aspects of MPCK，the activity content knowledge, subject-related child knowledge and child-related content knowledge, are significantly improvement. The improvement of pedagogical knowledge is not significant.3. In the four aspects of MPCK，the score of child-related content knowledge is the largest increased, then is the subject-related child knowledge, activity content knowledge, the least increase is pedagogical knowledge.4. After educational practice, the total score of child-related content knowledge and the score of its five parts are all significant improvement. The five grades are: number, relation, level, age appropriated and field. 5. To the further research, using classroom observation and depth interviewing, we found that the main influence factors of MPCK are: the teaching practice, and the interns ‘own learning and reflective ability, the interns ‘psychological and professional quality , the role model of anther kindergarten teachers,.At last, based on the research results, suggestions were proposed for interns and teacher training school and kindergarten.