Abstract: From 1986 to 2023, since the beginning of Shulman's Pedagogical Content Knowledge (PCK) concept, the evolution of teachers' PCK has gone through more than 30 years. Looking at the past, the integration of new elements in the structure of PCK, the discussion of the subject, the examination of hierarchy and the thinking of intelligence have promoted the development of teachers' PCK from the point to the surface, from the surface to the inside, from shallow to deep. On the basis of systematically explaining the research of PCK, the research points out that there are four changing trends in the evolution of teachers' PCK knowledge: teachers' knowledge presents a state of integration, teachers' knowledge pays attention to the intermingling of educational practice, teachers' knowledge attaches importance to the endogenous reflection of educational situation, and teachers' knowledge exists in the era of development and innovation, which promotes the internationalization, contextualization and diversified development of teachers' knowledge research. The research concludes that teachers' PCK needs to be changed based on data-driven, and puts forward three suggestions: use data-intensive science paradigm to innovate teachers' knowledge structure, integrate data literacy into teachers' original teaching knowledge system, and pay attention to teachers' data-driven reflection and rule summary in educational practice, so as to promote teachers' professional development in the era of intelligent education.