根據教學準備研究的觀點，教師知識在教學準備和課室教學時有本質上的不同，但學科教學知識的研究通常不區分此差別。本研究的研究目的在探討學科教學知識在教學準備時的發展過程。本研究採取詮釋性研究取向，以一位高中生物科實習教師為研究對象，資料來源包括晤談和教學準備相關文件。研究結果顯示，在教學準備的過程中，學科知識、課程組織知識和教學表徵知識是明顯發展的知識領域。學科知識的發展展現在建構新知識和熟練原有知識，閱讀參考資料及解決參考資料的疑問是主要的發展途徑；課程組織知識的發展展現在決定教學主題和教學次序，運用知識進行決策是主要的發展途徑；教學表徵知識的發展展現在決定教學表徵和構思表徵內涵，運用知識進行決策與模擬和學生的互動是主要的發展途徑。根據研究結果與討論，建議師資培育機構針對教師在教學準備需要的知識和能力，設定相應的教學目標和課程。

According to the perspective of studies on teacher planning, teacher’s knowledge is different between curriculum preparation and teaching in classroom in essence. However, studies on pedagogical content knowledge, or PCK, seldom points the difference. The main purpose of this study is to investigate the development of PCK during curriculum preparation. This is an interpretative study that chose a high school biology preservice teacher as the study subject with interviews and curriculum preparatory materials as data source. The results indicated that during curriculum preparation, the development in the subject matter knowledge, knowledge of curriculum organization and knowledge of representations were significant. The development of subject matter knowledge lies in constructing new knowledge and consolidating original knowledge, mainly through reading reference and solving problems encountered during the reading. The development of knowledge of curriculum organization, which presented in determining topics and orders in which they were taught, is achieved mainly through knowledge-based decision making. The development of knowledge of representations included the determination of the representations and their contents, mainly via knowledge-based decision making and mental rehearsal of interaction with students. Based on the results, the teacher education institution should design the goal and curriculum for the knowledge and abilities for which teachers demand which during curriculum preparation.

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