A Study On Informationized Teaching Competence Of Junior High School English Teachers From The Perspective Of TPACK

The implementation and promotion of online teaching has promoted the rapid development of information technology in education,which has put forward higher requirements on teachers’ informationized teaching competence.Therefore,the aim of this study is to further explore the informationized teaching competence of junior high school English teachers from the perspective of Technology,Pedagogy,and Content Knowledge（TPACK）.By sorting out the previous research,it can be found that the previous research is mainly based on TPACK to analyze the current situation of teachers’ informationized teaching competence from different dimensions and the influencing factors of teachers’ informationized teaching competence.Different from previous studies,this study is based on the reform of the speaking and listening tests added in the new high school entrance examination in Liaoning province,through classroom observations to analyze the differences in the seven components of TPACK and the inadequacy of teachers’ informationized teaching competence of English teachers of different teaching ages in the oral and reading classes in Yingkou junior high schools.Next,in order to perfect junior high school English teachers’ informationized teaching competence and help them quickly adapt to the changes of the new high school entrance examination reform in Liaoning Province,this study also conducts interviews to understand junior high school English teachers’ attitudes towards three development paths from the perspective of TPACK.Due to the lack of empirical research on three development paths,this study helps more junior high school English teachers to explore appropriate paths to construct informationized teaching competence by analyzing the interview results and previous studies.This research adopts the questionnaire method,classroom observation method,and interview to address the following research questions:（1）What are the characteristics of junior high school English teachers’ informationized teaching competence based on the four components of TK,TCK,TPK,and TPACK?（2）What are the differences in the presentation of various components of TPACK by junior high school English teachers in different lesson types?（3）What are the reflections of junior high school English teachers on three development paths and the suggestions for improving their informationized teaching competence from the perspective of TPACK?The research results indicate that:（1）Most junior high school English teachers are good at TK,TCK,and TPK,but relatively weak in integrating TPACK compared to the other three competencies.（2）The frequency of the components related to technological knowledge in oral classes is higher than that in reading classes;teachers’ teaching experiences affect teachers’ informationized teaching competence in both oral and reading classes.（3）The first path（From PCK to TPACK）and the second path（From TPK to TPACK）among three development paths from the perspective of TPACK are more suitable for junior high school English teachers to construct TPACK to improve their informationized teaching competence.On this basis,this study also proposes three strategies to improve junior high school English teachers’ informationized teaching competence according to the interview results and literature review.Junior high school English teachers can reflect on the deficiencies of informationized teaching according to the seven components of TPACK to adjust and obtain the missing knowledge elements in time,and construct the integration competence of informationized teaching through three development paths from the perspective of TPACK.