Research On The Present Situation Of Tpack For Pre-service International Chinese Teachers Under The Background Of Education Informatization

The integration of information technology and Chinese language teaching is an important way to improve the informatization teaching ability of international Chinese teachers and promote the professional development of teachers in the era of education informatization.The proposal of TPACK not only lays a theoretical foundation for analyzing the relationship between information technology and the knowledge of international Chinese teachers,but also provides an analytical perspective for the integration of information technology and international Chinese education disciplines.Based on the questionnaire designed by Schmidt et al.,the TPACK Status Questionnaire of Pre-service International Chinese Teachers is designed and based on this.The study finds that the overall development level of TPACK of pre-service international Chinese teachers is at a medium level,the development level of knowledge in various dimensions of TPACK is still unbalanced,the ability of teachers to integrate technology and Chinese teaching is not enough,and the source of each subdimension in TPACK is also very single.Based on further analysis and interviews,this paper finds that the above problems are mainly caused by the following reasons: teachers’ lack of understanding of TPACK;The core knowledge base of the TPACK is weak;Teachers are influenced by traditional teaching concepts;The college course training system is not complete;low selfefficacy among teachers;The important sources of TPACK are not valued;Teachers’ practice related to TPACK is not supported and teachers’ reflective teaching needs to be strengthened.In response to such problems,the following aspects can be improved:strengthening the conceptual understanding of TPACK among pre-service international Chinese teachers;Consolidate the core knowledge base of TPACK for pre-service international Chinese teachers;Strengthen the integrated training of TPACK courses for pre-service international Chinese teachers;Improve teachers’ self-efficacy and pay attention to teachers’ professional development,and build a TPACK knowledge sharing platform.Through the implementation of the above problems solving and improvement strategy,it is not only conducive to the improvement of the informatization teaching level of pre-service international Chinese teachers,as well as the improvement of the talent training mode of colleges and universities,but also promotes the application of TPACK in different subject fields.