“学科教学知识”(PCK)被誉为教师专业化的显著标志,对于促进教师专业成长和提高教学效益至为关键。近年来,有关PCK的内涵方面的研究成果不少,但围绕如何生成PCK的研究相对薄弱。本文以优秀教师A、普通教师B为对比样本,通过开展“同课异构”等教学活动获得第一手资料,试图分析初中历史教师PCK的生成轨迹,以改进教学。 “Subject Teaching Knowledge ” (PCK) is praised as a significant symbol of teacher professionalization, to promote professional development of teachers and improve teaching effectiveness is crucial. In recent years, there have been many research results on the connotation of PCK, but the research on how to generate PCK is relatively weak. In this paper, excellent teachers A, B as a comparative sample of ordinary teachers, through the “class heterogeneous ” and other teaching activities to obtain first-hand information, trying to analyze the junior high school history teacher PCK generation trajectory to improve teaching.