A TPACK Framework-Based Study On The Status Quo Of Senior High School English Teachers’ Information Instructional Design Competencies

Educational informationization is developing rapidly nowadays and it has become a recognized inevitable trend.As an important executor of education,teachers have played an important role in educational informationization.Therefore,more attention should be paid to teachers’ information instructional design competencies,and the research of teachers’ information instructional design competencies needs to be valued.However,at present,there is a short of study on senior high school English teachers’ information instructional design competencies,and scholars have not reached an agreement on the connotation and structure of information instructional design competencies.Therefore,by retrieving relevant literature,this study defines the construction of TPACK framework-based senior high school English teachers’ information instructional design competencies.With this construction served as the research framework,this study deeply explores the current situation of senior high school English teachers’ information instructional design competencies,dissects the factors affecting the competencies,and discusses the strategies for improving the competencies.This study uses methods of questionnaire,interview and classroom observation to investigate the current situation of the information instructional design competencies of senior high school English teachers in Hangzhou,Zhejiang Province,analyzes and summarizes the factors affecting the competencies,and proposes effective strategies for improving the competencies.Firstly,the basic concepts and theoretical foundations are established through a search for relevant literature,and gradually a research framework is developed based on the results of domestic and international research,resulting in a questionnaire,an interview schedule and a classroom observation scale.Secondly,a questionnaire is administered to 307 high school English teachers in Hangzhou,Zhejiang Province,accompanied by 10 random interviews and 12 classroom observations over a period of three months.Comparing and analyzing the results of the study,the following conclusions are reached:(1)senior high school English teachers’ information instructional design competencies are generally good,but there are differences in each dimension;(2)senior high school English teachers’ information instructional design competencies are affected by both internal and external factors.Hence,this study proposes several suggestions from four aspects including teachers,society,schools,and students.