随着新课程改革对语文教师提出的巨大挑战以及在职教师培训项目的日益兴盛，语文教师参加培训项目的效果评定得到了广泛的关注。学科教学知识是衡量教师专业素质的重要指标，其对于提升教师教学能力和学生学业表现都具有重大价值。针对已有研究现状，提出两个主要的研究问题：其一，高中语文教师学科教学知识在“教学改进”项目中有什么发展、变化？其二，“教学改进”项目对高中语文教师学科教学知识的影响机制是什么？本研究基于北京师范大学语文学科“教学改进”项目，以质性研究的取向和个案调查的策略对三位高中语文教师的语文学科教学知识进行深入研究。主要研究内容为个案教师的学科教学知识在参与培训过程中的发展变化以及“教学改进”项目对其学科教学知识的影响机制。本研究首先构建高中语文教师学科教学知识的评估框架，并利用此框架对三位个案教师从参与项目之前到参与项目之后共计12次课堂教学进行评估。同时，结合访谈、观察和文件资料绘制三位教师的PCK-SoEM图，将三位个案教师学科教学知识发展变化的情况以图示的方式呈现出来，并通过具体案例分析每位个案教师独特的发展路径，认为个案教师学科教学知识的发展具有差异性。而后总结高中语文教师在参加在“教学改进”项目前后，其学科教学知识构成要素和整体结构的变化，其各个构成要素的水平整体得到提升，结构趋于均衡，要素联系愈加密切。最后，“教学改进”项目的五个主要指导环节，即，集体备课、专家讲座、专家评课、学生访谈、教学反思及总结对个案教师学科教学知识的影响程度不尽相同，影响机制复杂。

With the great challenges brought by the new curriculum reform to Chinese teachers and the growing prosperity of in-service teacher training programs, the effectiveness evaluation of Chinese teachers participating in training programs has received extensive attention. Pedagogical content knowledge (PCK) is an important indicator to measure the professional quality of teachers, and it is of great value for improving teachers’ teaching ability and students’ academic performance. In view of the existing research status, two main research questions are proposed, i.e. first, what development and change have occurred on senior high school Chinese teachers’ PCK in the Teaching Improvement Program? Second, what is the impact mechanism of the Teaching Improvement Program on the PCK of senior high school Chinese teachers? This research is based on the Teaching Improvement Program of the Chinese subject of Beijing Normal University. The research on the PCK of the three senior high school Chinese teachers is conducted in-depth with the orientation of qualitative research and the strategy of case investigation. The main research content is the development and change of three case teachers’ PCK during participating in the Teaching Improvement Program and the influence mechanism of the Teaching Improvement Program on PCK. This research firstly constructed an assessment framework for PCK of Chinese teachers in senior high school and used this framework to evaluate the total of 12 classroom teachings from three case teachers during participating in the Teaching Improvement Program. At the same time, combined with interviews, observations and documents to draw the PCK-SoEM map of the three case teachers, the development and change of the three case teachers’ PCK are presented in a graphical way, and the unique cases of each case teacher are analyzed through their specific cases, the change of the elements and the overall structure of their PCK have been improved. To specific, the level of each element has been improved, the structure tends to be balanced, and the elements are more closely linked. Finally, the five main processes of the Teaching Improvement Program, namely, collective lesson preparation, expert lectures, expert evaluation, student interviews, teaching reflection, have different effects on the PCK of case teachers, and the influence mechanism is complex.