A Case Study On The Tpack In Primary School Chinese Teachers

Since 1980 s,teachers' professional development has become the focus of international teacher education research.With the further research of teachers' professional development,teachers' knowledge is becoming more and more important.Today,the impact of the development of technology has penetrated into all countries around the world.Based on the concept of PCK(Pedagogical Content Knowledge,proposed by Schulman),Mishra and Kohler put forward TPACK(Technological Pedagogical Content Knowledge).In our traditional Chinese teaching,the use of new digital technology rate is not high,therefore,how to improve the ability of Chinese teachers' TPACK will become the focus of research in the subject of Chinese education in the future.This study selected two Chinese teachers at different stages of the professional development in primary school as a case study,from the TPACK perspective,through classroom observation,interviews and material analysis to collect data.The results showed that: Overall,in some areas there are still some differences in the characteristics of the two teachers TPACK development: Proficient teachers' understanding of Chinese teaching and students more deeply,and have more teaching experience;novice teachers' understanding of technology more deeply,and more innovative in teaching desigh.Finally,based on the results of this study,to promote the development of primary school Chinese teachers' TPACK,put forward the following countermeasures: Teachers should pay attention to the content of their own development;teachers should establish a learning community between themselves;the schools and the society should do everything to protect their development.