A Contrastive Study On Classroom Teaching Behavior Of Junior Middle School English Teachers From The Perspective Of TPACK

Combining with the background of the big data era in today’s society,this paper selects a group of novice teachers and a group of experienced teachers in a middle school as the research object to study the new concept of integration of information technology and teaching knowledge from the perspective of TPACK.Based on the interaction between the elements of TPACK theoretical framework and the classification of teacher’s classroom teaching behavior,the author takes the following steps.By means of video observation,coding classification,data comparison,data statistics and data depth analysis,we find out the difference of classroom teaching behavior between novice teachers and proficient teachers in the TPACK field of view,and answer the TPACK field positively.However,the teaching method of the novice teacher group is more strategic than that of the novice teacher group and the TPACK ability shown in the teaching behavior of the novice teacher group and the novice teacher group are both insufficient.After investigating the reasons,this paper also puts forward some suggestions to improve teachers’ TPACK ability,one is to expand teachers’ professional knowledge,the other is that the relevant teachers’ learning groups should update the learning plans and programs to improve teachers’ professional growth in time,and the third is to promote the cooperative learning between novice teachers and experienced teachers to form an efficient learning community.