Structure And Characteristics Analysis On Outstanding English Teachers' TPACK

In recent years,the Ministry of Education emphasizes on expanding the coverage of high quality resources by using information technology,and the promotion of excellent teacher resources has aroused many researchers' concern.With the informatization of social life and the globalization of economy,it is very important to cultivate English teachers' ability of integrating information technology into curriculum.The study about Technological Pedagogical Content Knowledge(referred to as TPACK)has formed new views on the cultivation of teacher's information technology integration ability.Based on the research background above,in this article,outstanding high school English teachers has been selected as research object,and award-winning English teachers of Hundred Flowers Award held by a high school are selected as the example.In order to promote excellent teaching resource sharing and provide a reference for the training of high school English teachers,this research mainly explores the structure and characteristics of outstanding high school English teachers,and the development strategy of high school English teachers' TPACK.Based on two dimensions of the grade span and teaching material,the author chose three English teachers from award-winning teachers of hundred flowers award held by a high school in recent years as the analysis objects.And these three teachers come from different grade.The author collected these teachers' award-winning classroom teaching videos,speaking lesson videos and expert evaluation videos as the study objects.This paper has carried out mainly the following aspects of work: Firstly,based on the framework of TPACK,design teaching event record chart,teaching activity record chart,teaching event TPACK coding schedule and classroom behavior code schedule,formulate the TPACK encoding rules of high school English teachers,and also determine the encoding rules of classroom behavior.Secondly,based on encoding rules above,record teaching events and learning activities in detail.Thirdly,statistic the frequency and time length of both the TPACK elements in the teaching events and classroom behaviors using data analysis methods below: frequency statistics,time length statistics,comparison step by step and deep analysis.Depending on the results above,the author also explored the relationship between the TPACK elements and the classroom teaching behavior based on the specific teaching activities and teaching material analysis.The results show that:(1)Outstanding English teachers have rich CK and PK.(2)All the TPACK elements are reflected in the actual classroom teaching and they also integrated with each other in the teaching events.The research shows that the integration frequency of CK and PK is the highest and either is the time length.The integration frequency of CK,PK andTK is only lower than CK and PK.However,the frequency of which CK or PK reflect alone is low,ether is the time length.(3)Outstanding high school English teachers' TPACK has subject characteristics of itself,and it is integrated and situational.(4)The TPACK elements are associated with teachers' classroom behavior.Based on the research results above,to promote the development of high school English teachers' TPACK,the author suggests that high school English teachers should enrich their reserves of CK and PK,and cultivate the way of thinking of integrating CK and PK.In addition,the author also summarizes the activities of outstanding high school English teachers which are integrated with technology,providing support for the development of high school English teachers TPACK.