A Case Research On The Primary School Chinese Teachers TPACK Structure And Characteristic Analysis

With the progress of society and technology,educational informization has become the mainstream of modern education,the integration of technology and instruction is a necessary requirement for modern teachers.Since 2006,Schulman proposed TPACK(Technological Pedagogical Content Knowledge)framework,putting forward a new perspective for teachers training.In this study,the TPACK as the theoretical basis,the two teachers in a primary school as the research object to study the following questions:(1)the structure and characteristics of Chinese teachers TPACK in primary school;(2)the factors that affect the TPACK structure of teachers.This study is a case study,using classroom observations and interviews,the fifth grade fifth class of ancient poetry selected for observation background,two teachers of a primary school as the research object,4 class hours and 3 class hours of classroom observation were carried out for two teachers respectively.After the discovery of the problem,according to the outline of the interview,the interview was conducted with two teachers respectively,Then,using the method of frequency statistics,continuous comparison and depth analysis to analyze the data,exploring the structure and characteristics of the TPACK of the two teachers,and the factors that affect the TPACK structure of the two teachers.Through analyzing the elementary school language teacher TPACK constructs and combing the factor of influencing the teacher TPACK constructs,can help teacher training departments for changing curriculum setting,improving the training mechanism and helping novice teachers to become expert teachers to adapt to the society.