教師是學習的掌舵者，其知能良窳關係著教學與學習成效。語文是一切學科 的基礎能力，包括閱讀力、書寫與口語表達能力。現今師資培育一方面與教學現 場不相應，一方面養成過程太過偏重教學設計理念，鮮少關注基礎知識，且未教 導如何轉化為語文學科教學知能，語文教學技能亦闕如。教師語文知能不足，是 現今基礎教育的危機。本文以「國民中小學九年一貫課程綱要語文學習領域（國 語文）」為準則，談談國小教師語文知能的内涵及其養成過程的若干建議，期能 引發關注與省思國小教師語文教學知能的問題。

Teacher is the leader of education. His/her cognition will directly affect students’ learning achievement in every area. Chinese is the basic ability to learn other subjects. It includes three parts: reading, writing, and speaking ability. Nevertheless, the cultivation of teachers has the problem about what different from the scene of teaching now and is too stress the concept of tuition designing. It rarely cares about the basic knowledge and doesn’t instruct how to turn the basic knowledge into the teaching ability of language science. It will be a serious deficiency of basic teaching-work if teachers don’t have enough ability of language. This article regards the outline of Chinese course as the principle, writing about several recommendation of teachers’ ability of language knowledge and its cultivation process. Like enhancing professional accomplishment in language, emphasizing the link of professional curriculum, cultivating diversified and useful teaching-ability, developing latent learning method, and combining with other territories. We hope to touch off the consideration and reflection on the problem of teachers’ language teaching ability.