Abstract: Through the questionnaire and interview survey of primary and secondary school teachers in 12 provinces of China, this paper presents the practical knowledge of primary and secondary school teachers in the aspects of concept understanding, mastery, access and construction needs. The survey results show that knowledge about specific educational situations is what primary and secondary school teachers lack and need most at present. On the dimensions of gender, educational background, and urban and rural areas, there are significant differences between primary and secondary school teachers in the mastery of practical knowledge, construction approaches and promotion needs. Support strategies are given from the aspects of building professional knowledge scene, accurately reforming the supply side of teacher education, stimulating rural teachers' vitality, and constructing a two-way learning mechanism.