Research On The Status Quo Of Information Technology Application Of Junior High School English Teachers From The Perspective Of TPACK

Nearly all areas of society have been influenced by the development of information technology,and the field of education is no exception.In the 21 st century,the professional knowledge and literacy that teachers should possess is no longer limited to subject teaching knowledge,and technical knowledge has become an important part of teacher's professional development.Thus,based on the Pedagogical Content Knowledge proposed by Professor Shulman,American scholars Mishra and Koehler put forward the Technological Pedagogical Content knowledge in 2006.In school education,the prime users of information technology are teachers,so their IT knowledge and the application ability in teaching influence the integration of technology and curriculum to a great extent.However,among all the researches on TPACK home and abroad,it is not difficult to find out that they mainly focus on its theoretical framework,measurement and the training for teachers.Due to the different natures and contents of various disciplines,TPACK attaches great importance to the specific needs of teachers and various disciplines.Therefore,it is particularly important to examine teachers' TPACK level in different disciplines.In recent years,TPACK has emerged a trend that combines with disciplines,but it is more focused on mathematics,information technology and other disciplines,and less research is combined with English subjects.Therefore,focusing on the four dimensions of information technology(TK,TPK,TCK and TPCK),this study will investigate the junior school English teachers' confidence level and their application status.Then it will try to analyze the existing problems of teachers' integration.All of these aim at providing valuable information for the professional development of English teachers.In this study,103 English teachers from six junior high schools in Jining were investigated by questionnaire,and one subject from each school was selected for classroom observation and interview.It is found that the confidence level of junior middle school English teachers towards TPACK is medium,in which the TCK scores are higher than those of the other three dimensions.In addition,the teachers' gender,teaching age and some other factors also have an impact on their TPACK level.In practical use,the teacher's integration ability is more general.The TPACK classroom observation score is slightly lower than that of self-evaluation.Generally speaking,junior middle school English teachers are able to operate the commonly used teaching software,but there are still deficiencies in the diversity of technical means,the use of TK and the integration of technology and English teaching.In order to promote the development of teachers' TPACK,several practical suggestions areput forward in this study: Schools should create an incentive mechanism,set up technical training course with subject characteristics and attach great importance to practice and also offer diversified training courses.Of course,setting up new and old teacher research communities to achieve mutual benefit could be an effective way.Meanwhile,teachers should pay attention to their teaching design and self-reflection.