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nly combs domestic and foreignliterature related to TPACK and micro lesson and clarify the relevant concepts , in order to build a cleartheoretical basis for this study. Research on teacher knowledge began in the 80s of the 20th century. Fromthen on, scholars began to focus on the characteristics of teachers’ knowledge, and then gradually transitionto specific subjects for studies relying on teacher knowledge. This chapter will go along this historical track,first discuss the characteristic of general teacher knowledge, PCK, then study the knowledge structure ofEnglish teachers, and finally comb the research of TPACK and micro lesson.

2.1 Studies on Pedagogical Content Knowledge (PCK)
Pedagogical Content Knowledge (PCK) as a technical term, Shulman (1986) put forward it from theangle of new teachers’ teaching knowledge development, one of the basic knowledge of teachers. It is animportant concept put forward by Shulman (1986) because American subject education system andprofessional education were separated from each other and it had brought many disadvantages like “thelack of paradigm” (missing paradigm).With the deepening of the research, Shulman (1987) redefined the concept of PCK. He thoughtPedagogical Content Knowledge is no longer a category of teachers’ content knowledge. It is listed in lineseven kinds of teacher Knowledge:1)Content Knowledge; 2) General Pedagogical Knowledge; 3)Curriculum Knowledge; 4) Pedagogical Content Knowledge; 5) Knowledge of Learners and TheirCharacteristics; 6) Knowledge of Educational Contexts; 7) Knowledge of Educational Goals, the Purpose,Values, Philosophy and History.In this revision, Shulman further illustrated PCK is teacher’s particular knowledge which is used tounderstand specific content with the integration of Pedagogical Knowledge and Content Knowledge inorder to meet the needs of students owning different ability and background. Content Knowledge isrepresented to the learners through restructuring and recreating the teaching content. It is teachers’ subjectknowledge and the integration of teaching knowledge and form of special knowledge. Deruiter claimed thatPCK is in essence a kind of static knowledge system under the guidance of constructivism. Teachers shouldmaster the knowledge of the subject teaching including teaching knowledge, students’ knowledge,disciplinary knowledge and contextual knowledge, and knowledge of the four have a comprehensiveunderstanding from the macro perspective.
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2.2 Studies on TPACK Abroad
Since modern technology has gained increasing popularity in the field of education, much attentionhas been paid to unceasingly highlighting the TPACK framework and the research focus of TPACK studyalso moved from the original frame (What) to the application of the framework (How and How well)problem. As Thompson (2007) pointed out, TPACK has started to enter the second generation, namely theTPACK framework was regarded as a instrumental framework for teacher educators to research andpractice.TPACK describes the teachers’ knowledge necessary in the teaching to effectively integratetechnology. It provides a complete new way of thinking about technology integration and much attentionhas been paid to current teacher knowledge. And it becomes the basic aim of the current teacher education,becoming the basic starting point of the TPACK research. TPACK, as a basic goal of teacher education, thecorresponding research are mainly: