A Study On The Literacy Of Bilingual Physics Teachers Under The Perspective Of TPACK

In recent years,the number of students studying abroad in China has increased year by year,and international schools in China have mushroomed.According to the recent 2017 China International School Development Report,the number of Chinese international schools has reached 734,ranking first in the world and still growing at a rate of sixty or seventy per year.Correspondingly,the demand for Bilingual Physics Teachers in international physics courses has increased dramatically,but the number of bilingual physics teachers is seriously insufficient.In order to understand the reasons for the serious shortage of bilingual physics teachers,the thesis designed questionnaires and interview outlines,analyzed the reasons why parents and students chose to attend international schools,the reasons why the graduates of physics majors rarely chose to engage in bilingual physics teaching,and the intention of students studying abroad to take part in bilingual physics teaching after graduation.As a result,there are five reasons for the shortage of Bilingual Physics Teachers:the rapid development of international schools,the lack of understanding of the international schools and the bilingual education industry,the lack of relevant literacy of college graduates,the lack of selection of bilingual physics teachers as a profession by the students studying abroad,and some shortcomings of the international schools themselves.In order to make the training of bilingual physics teachers more directional,this thesis also analyzes the cases of my own practice,surveys the students in international schools,interviews the Bilingual Physics Teachers in the international schools,analyzes the teaching cases of Bilingual Physics Teachers in the field of TPACK,and analyses the training content of international teacher training institutions,the contents of international school entry training and the content of the IGCSE new teachers' introduction training in the TPACK field of view.Through the above analysis,we get the key qualities required by Bilingual Physics Teachers:(1)familiarity with the international curriculum system;(2)excellent physics professional knowledge;(3)advanced educational ideas;(4)excellent teaching skills;(5)high English level;(6)having international vision and multiculturalism;(7)the ability to use information technology skillfully.In order to have better bilingual physics education,in order to provide a feasible suggestion for improving the quality of bilingual physics teachers,this thesis explores the quality of the new bilingual physics teachers under the current domestic training model in the TPACK field,and then analyzes the difference of the supply and demand difference between the Bilingual Physics Teachers' literacy.It is found that the novice Bilingual Physics Teachers in the domestic training mode are often required only by the knowledge of Physics(CK),although the quality of education and teaching knowledge(PK)is also high,but there is a difference from the requirements of the international curriculum.The new teachers do not have a good international vision and advanced international curriculum education concept,and can not make good use of the advantages of the smaller class to play the enthusiasm of each student,and can not achieve the level of the full expression of physical knowledge in English.Through the above investigation,and the interview with the in-service bilingual physics teachers,with reference to the analysis of the training program of the physics major(Bilingual direction)of Changchun Normal University,this thesis puts forward some suggestions for improving the literacy of bilingual physics teachers from four aspects:normal universities,training institutions,normal students and international schools.