A Case Study On The Improvement Of TPACK In Primary School Chinese Teacher

At present,we are in the period of rapid development of information technology.With the arrival of the trend of "Internet +" and "wisdom +",education will inevitably advance with the pace of The Times.In the face of the current trend of social development,"Chinese Education Modernization 2035" emphasizes the construction of high-quality and innovative teachers.Faced with the requirements of education modernization,the promotion of teacher TPACK has become a major focus of teacher professional development at present.TPACK,namely "Technological Pedagogical and Content Knowledge Integration",is a relatively new research field.In recent years,with the national attention to the development of educational information and the training of innovative and high-quality teachers,the theory has become a hot research topic in the field of education in China.In this study,two primary school Chinese teachers in different stages of professional development were selected as the case study objects.From the perspective of TPACK,the TPACK level of the two case teachers was preliminally analyzed through the methods of classroom observation,in-depth interview and lesson example analysis,and the teaching practice of Chinese teachers was deeply studied.Results show that two case teacher’s own TPACK levels there are some differences in different ways: master type clearer perception of Chinese teaching,teachers in their professional development,there is a clear goals and planning for learning to master more accurate,better able to combine technology and subject teaching;However,novice teachers have more full learning of teaching technology and more innovative and innovative spirit in the use of technology in Chinese teaching.Finally,based on the analysis of the results of classroom observation and the contents obtained from the interview,the author puts forward corresponding countermeasures to improve the TPACK of primary school Chinese teachers;From the aspect of teachers,they should grasp the characteristics of Chinese lessons,focus on the characteristics of students’ learning conditions to improve teacher’s TPACK,and achieve lifelong learning,and constantly promote the development of teachers’ professional;From the aspect of school,should carry out targeted,phased training courses,and equipped with perfect modern educational equipment.