教学主张是教师在已有知识经验和制度文化的影响下，通过人际交往、培训学习、实践反思而形成的对于教学是什么和教学该如何开展的理解与认识，核心是教师对于教学过程中的知识、教师、学生、教学内容、教学方法、师生交往方式等要素的理解，它可以是教学过程中的某一个环节或要素，也可以是多个要素或环节的组合，教学主张本质上是教师的一种个人知识。教学主张是教师专业发展的内在维度。但在实际教学工作中，由于教学经验的碎片化、隐性化和理论知识的缺乏，一线教师难以提炼出自己的教学主张。
本研究以S中学的W1和M2两位教师为个案开展质性研究。运用访谈、观察等方法，从教学信念、教学行动、人际交往、培训学习、受教育经历、制度环境、反思感悟、关键人物事件多个维度收集资料，并以“个人知识”为理论视角分析个案教师所生成的教学主张及影响因素。研究发现：
W1教师形成了“快乐有料”的教学主张，主张教师要营造学充满激情的课堂氛围帮助学生生成、习得知识。在知识获得上，主张学生是学习的主体，知识的获得要由学生自身生成；在教学上，主张教师要重视学情，通过幽默的语言和夸张的动作塑造富有激情的教学氛围；在师生交往上主张要“和谐有度”。其教学主张生成的影响因素有：性格特征、个人信念、交往互动、教学培训、受教育经历、制度文化、关键事件、关键人物、学生表现和个人反思。
M2教师形成了“抓基础，拓思维”的教学主张，主张数学教学既要帮助学生打牢知识基础又要拓展学生数理思维。在知识获得上，主张学生的知识主要是通过教师讲授获得；在教学上，主张教师要吃透教材，注重课堂讲授；在师生交往上，主张要严格要求学生，让学生又爱又怕；在学业指导上，重视学生作业的检视。其教学主张生成的影响因素有：实践积累、学习经历、学校文化、教育改革、关键人物和个人反思。
基于以上研究结论，提出研究建议：教师要注重日常实践积累和对日常教学工作的反思，积极参加教学交流活动。学校要优化教师培训制度，建立“传帮带”的教师成长帮助机制，积极构建教师学习共同体。教育部门应该加强对教师教学主张生成过程的研究，积极搭建广阔的教师交流平台。

Teaching proposition is the understanding and perception of what teaching is and how it should be conducted, formed by teachers through interpersonal communication, training, practice, and reflection, under the influence of existing knowledge, experience, and institutional culture. It can be a single element or a combination of multiple elements in the teaching process, including knowledge, teachers, students, teaching content, teaching methods, and teacher-student interaction. Teaching proposition is essentially a type of personal knowledge for teachers and an internal dimension of their professional development. However, due to the fragmentation, implicitness, and lack of theoretical knowledge of teaching experience, frontline teachers find it difficult to extract their own teaching philosophy. 
This study conducted qualitative research on two teachers, W1 and M2, from S High School. Data was collected from multiple dimensions, including teaching beliefs, teaching actions, interpersonal communication, training, educational experience, institutional environment, reflection, and key events and individuals, using methods such as interviews and observations. The study analyzed the teaching proposition and influencing factors generated by the two teachers from the perspective of "personal knowledge". The results showed that: 
W1 has formed a teaching proposition of "fun and informative", advocating that teachers should create a classroom atmosphere full of passion to help students generate and acquire knowledge. In terms of knowledge acquisition, W1 believes that students are the main body of learning and that knowledge acquisition should be generated by students themselves. In terms of teaching, W1 emphasizes the importance of student learning situations and uses humorous language and exaggerated actions to create a passionate teaching atmosphere. In terms of teacher-student interaction, W1 advocates for "harmony and moderation". The factors that influence the formation of W1's teaching proposition include personality traits, personal beliefs, interpersonal communication, teaching training, educational experience,  institutional culture, key events, key individuals, students' performance, and personal reflection. 
M2 teacher has formed a teaching proposition of "grasping the basics and expanding thinking", advocating that mathematics teaching should help students establish a solid foundation of knowledge and expand their mathematical and logical thinking. In terms of knowledge acquisition, M2 believes that students mainly acquire knowledge through teacher lectures. In terms of teaching, M2 emphasizes the importance of thoroughly understanding the teaching materials and focusing on classroom teaching. In terms of teacher-student interaction, M2 advocates for strict requirements for students to both love and fear the teacher. In terms of academic guidance, M2 values the review of student homework. The factors that influence the formation of M2's teaching philosophy include practical experience, learning experience, school culture, educational reform, key individuals, and personal reflection.
Based on the above research conclusions, the following research suggestions are proposed: Teachers should focus on daily practical experience and reflection on daily teaching work, actively participate in teaching exchange activities. Schools should optimize teacher training systems, establish a "passing on and helping" teacher growth assistance mechanism, and actively build a teacher learning community. The education department should strengthen research on the process of teacher teaching proposition formation and actively build a broad teacher exchange platform.