A Study On TPACK Of In-service Chinese Teacher In South Asia

As the hard core of Chinese teaching in South Asia,In-service Chinese teachers in South Asia play an important role in the development of Chinese teaching in the whole region.In the era of rapid development of artificial intelligence technology,the combination of teaching and technology has become an inevitable trend.Therefore,it is particularly urgent to improve the teaching knowledge of integrated technology for Chinese teachers in South Asia.However,how to integrate technological knowledge,content knowledge and pedagogical knowledge in a reasonable and effective way,we still need to improve a lot.In this thesis,based on the theoretical framework of Technological Pedagogical Content Knowledge(TPACK),the present situation of in-service Chinese teachers' mastery of TPACK knowledge in South Asia is analyzed in the form of a questionnaire: technological knowledge(TK),content knowledge(CK),pedagogical knowledge(PK),technological content knowledge(TCK),pedagogical content knowledge(PCK),technological pedagogical knowledge(TPK)and TPACK.Based on the analysis and the results of the investigation and test,the author finally puts forward some suggestions for improving the teaching quality and teaching effect of in-service Chinese teachers in South Asia.And the teaching research and analysis of all kinds of in-service Chinese teachers in South Asia can be used for reference.This thesis is divided into six chapters.In the first chapter,the author analyzes the reasons why the topic is selected from the economic propose of the“Belt and Road”,analyzes the theoretical analysis of this theory by different scholars at home and abroad.This thesis analyzes the purpose and significance of the investigation from the point of view of practical needs and finally puts forward the theory of TPACK knowledge.The second chapter mainly analyzes the teaching situation,the teaching facilities and the distribution of teachers in the main Confucius Institutes and teaching centers in South Asia.The third chapter mainly puts forward the researchquestions and assumptions and expounds the methods used in this study.And then,it analyzes the gender,age,teaching age and teaching country of the in-service Chinese teachers in South Asia.In the fourth chapter,in order to ensure that the data collected by the questionnaire is meaningful and can be analyzed.This chapter analyzes the reliability of the questionnaire with Cronbach's alpha and the validity with communality.In the fifth chapter,in order to summarize the current situation of the TPACK of the in-service Chinese teachers in South Asia and the correlation between the various knowledge dimensions,In this chapter,the mean value of questionnaire data and Pearson correlation coefficient are analyzed.In the sixth chapter,through the analysis and research of all kinds of data,it is proposed that in-service Chinese teachers in South Asia should use the technology to manage and monitor the students' learning activities,to enhance the interactive frequency of the teachers and students,and to help the students to construct various Chinese knowledge and to improve the ability of the students to construct the knowledge of the subject's content and other suggestions.