The study of teacher knowledge shall be carried out both on the level of knowledge possessed by all teachers and on the level of teacher s personal knowledge.

According to the mainstream model of teacher knowledge,the pedagogical content knowledge is the unique knowledge domain of teacher and the sign to differentiate the expert teacher from the inexpert teacher.

In the setting,teachers professional activities are based on a type of knowledge,which is called teacher knowledge.

Furthermore,the research on teachers cognition has also turned from the research on teachers decision,perception and thinking to the research on teachers knowledge.

Through analyzing teacher quality and classification on teachers knowledge , this article notices that researcher only attented to teachers knowledge in the past, but paid no attention to practical knowledge.

Along with the deep expansion of the new curriculum reform of basic education in China,teachers knowledge and teacher education will face new questions and challenges.

The general impression on several visited universities in Taiwan is that they are civilized campuses attaching importance to both knowledge education and the development of characters.

It informs that a new point of view on the core value contains the knowledge management,knowledge education and the knowledge service via understanding it again.

The writer of this article insists that accounting education is an organic unit while knowledge education and value education of accounting are two basic components of it.

From Educational Knowledge to Pedagogy Knowledge;

According to the survey on the status quo of current educational knowledge transformation by computation and tracing method,there are problems in the transformation of current educational knowledge in terms of channels,contents and embracers.

It is indisputable that certain value lies in educational knowledge,the issue of whose value,however,still remains to be explored theoretically.

In traditional pedagogical knowledge idea,the public,unitarity,assurance,sociality of the pedagogical knowledge and the authority,universal,general of the pedagogical knowledge that are formed naturely in pedagogical practices that cause individuality of 1 pedagogical knowledge is restrained by the public in the theory construction and ignored by the universal in practice.