A Research On Current Situation And Countermeasures Of English Teachers' TPACK In Junior High Schools

In 1986,LeeS.Shulman put forward the concept of pedagogical content knowledge(PCK)for the first time.With the continuous application of information technology in the field of education,people pay more and more attention to the effective integration of information technology and education.In 2005,Punya Mishra and Matthew Koehler firstly put forward technological pedagogical content knowledge(TPACK)based on the concept of PCK.The research on TPACK was introduced into China in 2008 and attracted extensive attention from domestic scholars.In recent years,the research on TPACK has been increasing in China.However,there are few studies on the TPACK level of English teachers in rural areas,hence,This paper investigates 63 English teachers' TPACK level from 10 rural junior high schools in Hunyuan County,Shanxi Province.This paper raised two questions:(1)What is the current situation of English teachers' TPACK in rural junior high schools in Hunyuan County?(2)What are the factors causing the problems in English teachers' TPACK in rural junior high schools?This research studied the TPACK level of the research subjects through questionnaire survey and interview,and SPSS 20.0 software was mainly used for questionnaire data analysis,at the same time,three interviewees were recorded with a tape recorder and then transcribed,the conclusions were obtained.Through investigation and research,the following conclusions are drawn:(1)The TPACK level of English teachers of rural junior high schools in Hunyuan county is at average level.(2)In the seven dimensions of TPACK,the PK and PCK levels of English teachers are relatively high,that is to say,English teachers have a good command of pedagogical knowledge and can integrate it with content knowledge well;The TPK and TCK levels of English teachers are at a medium level,that is to say,English teachers can basically combine information technology with pedagogical knowledge and content knowledge.However,the CK and TK levels of English teachers are relatively low,that is to say,English teachers should pay more attention to the mastery of content knowledge and technical knowledge.Based on the above research results,the author offers the corresponding feasible countermeasures from four aspects to improve the TPACK level of English teachers in rural junior high schools.Due to the limitations of time,ability and resources,this study has certain limitations.Therefore,the author provides suggestions for further TPACK study.