教師之學科教學知識影響實際學與學生學習之成效甚鉅，學科教學知識的產生，是教師以自己的學科知識經過考慮學生、教室和課程的因素後，重組形成。「學科知識」被認為是教學的基礎厭，須教師的「教學轉化」，將其轉化為「學科教學知識」。本研究從「學科教學知識」的角度切入，以探究臺北市國小英語師之教學知能，先以問卷調查的方式，普遍瞭解現任臺北市國小英語教師之英語學科教學知識的認知情況，進而透過訪談，瞭解受訪教師之學科教學知識深層想法和實際作法，以一窺教學現場的運作概況和所遭到的困難，並歸納出教師學科教學知識的結構與特質，最後提出建議供教師參考。

Pedagogical content knowledge of a teacher substantially affects his or her teaching effectiveness. The cause of pedagogical content knowledge is due to that the teacher based on his content knowledge, combining with learner’s knowledge, context knowledge and curriculum knowledge, deliberates those kinds of knowledge and reshapes into it. Therefore content knowledge, deliberates those kinds of knowledge and reshapes into it. Therefore content knowledge is considered to be a basis, through teaching transformation, and converts to be pedagogical content knowledge. The purpose of this research is to investigate pedagogical content knowledge of all English teachers in Taipei elementary schools. First, this research employs a questionnaire survey to generally understand the cognition levels of all subject teachers about English pedagogical content knowledge. Next, it is to further understand the practice of pedagogical content knowledge of interviewed teachers so as to get a bird’s-eye view of the conditions in English classroom and the difficulties the English teachers encountered. The result of this research is to generalize the structure and traits of Pedagogical Content Knowledge of English teachers and offer some suggestions for their reference.