Research On The Application Of Technology In Primary School Chinese Reading Classroom Based On Video Analysis

With the development of the times and the rapid progress of the level of scientific and technological development,basic education is gradually towards the development of information technology,and the ability of teachers’ information technology and curriculum integration has become one of the important indicators to evaluate teachers’ education level."Integrated technology of subject teaching knowledge "(TPACK),to promote the professional development of teachers has important value and significance.This study is based on the TPACK conceptual framework,using high-quality primary school Chinese reading classroom teaching video as a sample,combining video analysis with interview method,quantitative and qualitative analysis of primary school Chinese classroom teaching classroom,using video analysis method to explore the real teaching situation of primary and secondary school Chinese classroom teaching behavior,media technology use,TPACK knowledge and their relationship,combined with in-depth analysis of interviews,summarizes the characteristics of high-quality primary school Chinese reading classroom technology application,provides reference and reference for novice Chinese teachers,and thus puts forward the teaching development strategy of Chinese teachers.This study found that:(1)The quality Chinese reading classroom question-answer,the teacher-student interaction,the student independent study teaching activity frequency is higher,Longer duration,Is the primary school Chinese reading classroom main teaching activity.(2)In quality Chinese reading classes,Teacher guidance or instruction is the highest frequency in high-quality Chinese classroom.But it doesn’t last long.In this act,Most teachers complete instructions with no media,only language,involves the application of teacher PK,PCK.(3)Question-answer frequency in primary school Chinese reading classes,The duration is also relatively long.Teachers ask more information technology-supported declarative media such as electronic whiteboards,It also uses language to convey knowledge,No media.Students answer declarative media supported by traditional declarative media and information technology.A teacher needs to use TPACK,PCK elements,Teachers should have the knowledge of teaching method and integrated technology.(4)High frequency of interaction promotion and emphasis,Longer duration,Interaction promotion embodies the teaching structure of teacher-led and student-oriented.Teachers use information technology-supported declarative media,traditional written media,Embody the application of teacher TPACK,PCK.(5)Teachers explain that the media used are declarative media supported by information technology and traditional written media,Combining modern and traditional media,There is also a small number of traditional interactive media and the use of written media.In this teaching structure,Teachers need the comprehensive use of TK,CK,PK.(6)Students’ independent use of educational resources,group cooperation and creation of works are the main behaviors of students in primary school Chinese reading classes,Less frequent,The duration is longer.Students usually use the behavior of students and use traditional media,Such as traditional declarative media,traditional interactive media,traditional written media.Embody the application of subject teaching knowledge TPACK of teacher integration technology.