A Study On English Listening Teaching Of Senior High Schools From The Perspective Of TPACK Theory

TPACK(Technological Pedagogical Content Knowledge)is the necessary knowledge for teachers to use technology for effective teaching.With the development of TPACK theoretical framework and educational information trend,it not only needs teachers to integrate technical knowledge into their own knowledge structure,but also requires to promote the realization of classroom teaching objectives through TPACK theoretical framework so as to improve teaching efficiency.National English Curriculum Standards for Common Senior High School(2017)proposes that senior high school English curriculum should focus on the shift of teaching mode and learning mode under the background of modern information technology,and make full use of information technology.However,there are still some problems in senior high school English listening class,such as the rigid setting of teaching activities,the single using of teaching methods,and the lack of feedback in the teaching process.Therefore,this study puts TPACK theory Framework into English listening teaching in senior high school explores a new English listening teaching mode,and conducts a series of teaching experiments.This paper focuses on the following three questions.Can the listening teaching of senior high schools based on the TPACK theory framework enhance students’ participation in class? Can it improve students’ listening strategies? And can promote students’ listening level?This study summarizes the literature of TPACK at home and abroad.Questionnaire survey method,interviewing method and experimentation method are adopted in this study.In this paper,the author chooses two classes as experimental subjects to carry out a contrastive experiment by applying the TPACK theory framework to the senior high school English listening teaching.Using questionnaire method and interview method to investigate and analyze the students’ attitude towards English listening and whether the model meets the students’ learning needs.Data on the scores of factual detail questions,inferential judgment questions and total scores between the two classes are collected and analyzed by using SPSS25.0 software.The results show that the English listening teaching of senior high school based on the TPACK theory framework can improve students’ participation in the classroom,enhance their ability to use listening strategies and promote their listening level.Besides,most of the students agree with the listening teaching mode.Finally,the author puts forward four suggestions for the English teachers of senior high schools.Teachers should design the course according to the learning situation to pay attention to the content presentation,adjust the teaching methods flexibly to improve students’ subject position,create the situation by the media resources to design the listening teaching activities,and use the auxiliary technology reasonably to strengthen students’ listening strategies.