[目的/意义] TPACK框架没有对知识的层次、知识的生成、转化过程等进行描述，本文构建TCP教师知识系统模型将更加全面地描述教师TPACK结构。[方法/过程] 在TPACK框架的基础上增加知识域、知识层次和知识关联度3个维度，构建立体的TCP教师知识系统模型，借鉴系统科学和知识学的原理进行思维演绎和推导，并用立体几何的形式分析系统中变量的关系。[结果/结论] 分析得出TPACK受TK、PK、CK的知识域、知识层次和知识关联度的影响而变化，知识域、知识层次和知识关联度的提高对整合TPACK起到促进作用，并提出4条促进教师TPACK整合的途径。

[Purpose/significance] TPACK framework doesn’t describe the level of knowledge, and the generation and transformation process of knowledge. This paper constructed a TCP teacher knowledge system model to describe the TPACK structure of teachers more comprehensively. [Method/process] Based on the TPACK, this research constructed a three-dimensional TCP teacher knowledge system model, added three dimensions, including knowledge domain, knowledge level and knowledge related degree. Then, it drew on the principle of system science and knowledge science for thinking deduction and deduction, and analyzed the relationship between system variables in the form of solid geometry. [Result/conclusion] It was concluded that knowledge domain, knowledge level and knowledge related degree of TK, PK and CK can influence integration of TPACK, and the influence is positive. Besides, four ways to improve teachers’ TPACK integration ability were put forward.