教师的学科教学知识（Pedagogical Content Knowledge, PCK）是教师专业发展的重要内容。本研究聚焦于通用技术教师“控制及其设计”主题的PCK评价。利用自编的评价工具对北京市四个区的79位通用技术教师进行了测评，分析了教师“控制”主题的PCK水平，探讨了影响PCK水平的因素；采用半结构化访谈对6位不同专业发展阶段的教师进行了访谈，探索了教师PCK的发展途径。

本研究基于Park的PCK五要素模型，结合通用技术学科特色，开发了包含教学取向、内容知识、课程知识、学生理解的知识、教学策略知识、学习评价知识六个要素，共12个测评点的PCK评价框架。根据该框架编制题目，通过预测试修订完善，形成了包含18个题目的正式版评价工具。题目与框架中的测评点对应，根据评分方法题目可分为客观题、SOLO分类题和踩点给分题三种。

本研究将教师PCK水平分为有限的、基本的、成熟的、卓越的四个等级。研究发现，通用技术教师“控制”主题的PCK平均分为12.09，总体处于“基本的”向“成熟的”过渡阶段。79名教师中“有限的”水平1人、“基本的”水平36人、“成熟的”水平40人、“卓越的”水平2人。教师PCK各要素的水平不一致，内容知识和教学策略知识要素的平均分最高，而学生理解的知识要素得分最低。学历和专业发展阶段是影响PCK水平的显著因素。博士学历教师的PCK水平显著高于本科和硕士学历教师；专家教师的PCK水平最高，新手教师的PCK水平相对较低。教研活动是发展教师PCK的有效途径；随着教学经验的增长，教师的PCK发展途径逐渐由外部指导转向自主学习和多向交流，反映了教师从新手到专家的成长轨迹。

本研究选择的“控制”主题具有工程特色和跨学科价值，拓展了教师PCK评价研究的学科与内容领域；研究创造性地将SOLO分类理论应用于教师PCK的开放题目评分，为PCK评价提供了一种新的思路。

基于研究发现，对教师PCK的发展提出了三点建议：充分理解通用技术课程标准和教材；选择适合教学的新颖载体以吸引学生兴趣；通过各种途径不断学习和更新知识体系。最后，反思了研究存在的不足，如样本容量有限、评价过程未能充分结合课堂教学实践等，对未来的相关研究提出了建议。

Teachers' Pedagogical Content Knowledge (PCK) is an important component of teacher professional development. This study focused on the assessment of PCK on the topic of "control and its design" of general technology teachers. A self-developed assessment tool was used to assess 79 general technology teachers in four districts of Beijing to analyze teachers' PCK level in the topic of " control and its design " and to explore the factors affecting the level of PCK. Semi-structured interviews were conducted with six teachers at different stages of professional development to explore the developmental pathways of teachers' PCK.

Based on Park's five-factor model of PCK, and taking into account the characteristics of general technology discipline, this study developed a PCK assessment framework containing six elements, including orientations to teaching, knowledge of content, knowledge of curriculum, knowledge of students' understanding, knowledge of instructional strategies, and knowledge of learning assessment, with a total of 12 assessment points. The questions were developed based on the framework and revised and improved through pre-testing to form a formal version of the assessment tool containing 18 questions. The questions correspond to the assessment points in the framework, and according to the scoring method, the questions can be categorized into objective questions, SOLO classification questions, and key point scoring questions.

The study categorized teachers' PCK levels into four levels: limited, basic, mature, and excellent. The study found that the average PCK score of the general technology teachers on the topic of " control and its design " was 12.09, which was in the transition from "basic" to "mature" in general. Of the 79 teachers, 1 was at the "limited" level, 36 at the "basic" level, 40 at the "mature" level, and 2 at the "excellent" level. Teachers were inconsistent in their levels of each element of PCK. The elements of knowledge of content and knowledge of instructional strategies having the highest mean scores and the element of knowledge of students' understanding having the lowest scores. Academic degree and stage of professional development were significant factors influencing PCK levels. Teachers with doctor's degree had significantly higher levels of PCK than teachers with bachelor's and master's degrees; expert teachers had the highest levels of PCK, and novice teachers had relatively low levels of PCK. Teaching and research activities are an effective way to develop teachers' PCK; with the growth of teaching experience, teachers' PCK development pathway gradually shifted from external guidance to independent learning and multidirectional communication, reflecting the growth trajectory of teachers from novice to expert.

The theme of "control and its design" chosen in this study has engineering characteristics and interdisciplinary value, which expands the disciplines and content areas of teachers' PCK evaluation research; the study creatively applies the SOLO classification theory to the scoring of open-ended questions in teachers' PCK, which provides a new way of thinking about PCK evaluation.

Based on the research findings, three suggestions are put forward for the development of teachers' PCK. First, to fully understand the general technology curriculum standards and textbooks. Second, select a novel medium suitable for teaching to attract students' interest. Third, constantly learning and updating the knowledge system through various ways. Finally, the shortcomings of the study, such as the limited sample capacity of teachers and the failure of the evaluation process to fully incorporate classroom teaching practices. Some suggestions for future research were also put forward.