A Study Of The Application Of TPACK Framework In Senior High School English Reading Teaching

Reading plays an important role in high school English teaching.As the basis of listening,speaking and writing,reading is also an indispensable part of language knowledge and the key to developing students’ language ability.At the same time,the Reform of National English Curriculum Standards for General High School has placed higher demands on high school students’ English reading learning.With the rapid development of network technology and mobile communication technology,the use of electronic mobile equipment and computer aided instruction has become the trend of the times.Technological Pedagogical Content Knowledge(TPACK)has been paid more and more attention by researchers in the field of teaching because of its scientific nature,advanced nature and vividness.Mishra and Koehler(2006)first proposed the TPACK framework,which contains three core elements,namely,content knowledge(CK),pedagogical knowledge(PK)and technological knowledge(TK).Four composite elements are pedagogical content knowledge(PCK),technological content knowledge(TCK),technological pedagogical knowledge(TPK)and technological pedagogical content knowledge(TPACK).Since 2005,scholars at home and abroad have carried out a large number of theoretical and practical researches on TPACK.Through the researches,it is agreed that the researches on TPACK will help improve teachers’ ability to master and use information technology.According to the TPACK framework,specific technological tools(housewares,software,applications associated with information literacy practices,etc.)need using to instruct and guide students toward a better,more robust understanding of the subject.In this study,the author would like to investigate whether the TPACK framework improves students’ interest in English reading and their reading performance.124 students in Dengfeng NO.1 senior high school were chosen for the study,and two questions were explored in the whole teaching experiment.(1)What effects does TPACK framework have on senior high school students’ attitudes towards English reading?(2)What effects does TPACK framework have on senior high school students’ English reading performance?This experimental teaching study was conducted from September 2021 to December2021.Not only were these two classes close in terms of gender proportion and learning achievement,but also used the same type of materials.The experimental class was introduced a different teaching mode that applied the TPACK framework to English reading,while the control class implemented the traditional English reading teaching mode.The pre-and the post-test,the pre-and the post-questionnaire,the interview were used to collect data.Finally,by analyzing the collected data,it was concluded that the application of the TPACK framework in high school English reading teaching could fulfill the teaching and learning goals of students’ reading and enhance their reading learning effectiveness.Meanwhile,the TPACK framework teaching can pay attention to students’ individual differences to increase concentration and enjoyment in reading English.In conclusion,the TPACK framework is effective on students’ individual reading.This thesis expounds theoretically the application value of TPACK framework in English learning.It provides a new way for teachers to guide reading teaching,and also opens up a new way for English teaching reform.