Abstract This study employed the method of qualitative case study. The researcher entered thenaturai work setting of an Putonghua teacher. The purposes of this study was as follows: (l) to understand the source of her professional knowledge; (2) to analyze the contents of my professional knowiedge; (3) to look into the situation how my professional knowledge transformed into the repreaentation of teaching; (4) according to the conclusionof this study, to provide practicable advice for the training of Putonghua teacher. It was found that the source of her professional knowledge for teaching was various, the dimension of her subject-matter knowledge was profound, and her pedagogical knowledge context, students characteristics, classroom management, the construction of leamning climate, and her self-consciousness. As to pedagogical content knowledge of curriculum, and her knowledge teaching representation. At the end, I summarized the discussion above and made some conclusions and suggestions to the education of education of Putonghua teacher and future studies.

摘要 本研究爲一位小學普通話教師教學專業知識之個案研究，以一位在澳門一 般學校裡教普通話的教師為研究對象，探討其教學專業知來源及內涵並分析其 教學推理的過程。本研究的目的有四:一、瞭解普通話個案教師專業知識實踐的來源。二、分析普通話個案教師教學專業知識實踐的內函。三、探討普通話個案教師在課堂上將教學專業知識轉化為教學表現的情況。四、歸納研究結果，爲普通話教師教學專業知識的培養，提供可行的建議。依研究目的，透過對個案教師的教室觀察及訪談，本研究先探討老師的經歷，以及其教學專業知識的來源，之後自第三章起探討其教學專業知識。在學科知識方面，分爲普通話以及普通話以外的學科知識進行探討。在第四章的教學知識方面，分爲以下六種:教學目的的知識、教學情境的知識、學習者特質、班級經營的知議、營造學習氣氛與興趣的知識，以及自我知識。在第五章的學科教學知識方面，探討學科教學的信念、課程知識，以及教學表徵的知識。最後作成綜合各章節所述之研究發現的結論，並提出對普通話教師和後續研究的建議。