Research On The Current Situation And Influencing Factors Of TPACK For Pre-service International Chinese Language Teachers

Under the background of the era of big data,technology has penetrated into the field of education and continues to develop,and the importance of training the information technology ability of international Chinese Language teachers is self-evident.The TPACK framework is the first unified technical integration framework in the field of pedagogy.Its theoretical background is of guiding significance for the cultivation of teachers’ new professional ability in the information age.However,at present,there are few investigations and studies on the current situation of TPACK for pre-service international Chinese Language teachers.In order to explore the current situation and influencing factors of pre-service international Chinese Language teachers TPACK,this study mainly adopts the literature analysis method,questionnaire survey method,interview method and statistical analysis method,and compiles the "Questionnaire on the current situation and influencing factors of pre-service international Chinese Language teachers TPACK" on the basis of the mature scale.In this study,a total of 271 valid questionnaires were recovered.Using SPSS 26.0 as the tool,the questionnaire recovery data were statistically analyzed using descriptive statistics,independent sample T-test,variance analysis,correlation analysis and regression analysis.The study found that:(1)The TPACK level of the pre-service international Chinese Language teachers surveyed in this article is generally above average,but the knowledge development of each part is uneven.(2)Among the differences in personal characteristics,there are significant differences in the various competency areas of TPACK of pre-service International Chinese Language teachers investigated in this article due to whether the undergraduate is a normal major,whether they have taken modern educational technology courses,whether they have the International Chinese Language Teacher Certificate,teaching practice and the length of Chinese teaching;there were no significant differences in the TPACK competency areas of the subjects according to gender,age and grade.(3)Technical perception,belief and motivation are significantly positively correlated with the TPACK level of pre-vocational International Chinese Language teachers.Technical perception,beliefs and motivation are independent influencing factors affecting the TPACK level of pre-service International Chinese Language teachers in this survey,among which technical perception has the highest predictive power on the TPACK level of the subjects.Based on data analysis and in-depth interviews,the article puts forward corresponding suggestions for the training of TPACK for former international Chinese Language teachers from three levels.Teachers’ personal level: update technical knowledge,pay attention to confidence cultivation;strengthen practical training,and pay attention to alternative experience.Manager level: build peer collaboration and plan curriculum;promote teacher training and accelerate talent development.Learning environment level: improve infrastructure and give positive guidance;optimize platform construction to achieve resource accuracy.