A Study Of English Reading Teaching Design In Junior High School Based On The TPACK Framework

Reading teaching is an important part of English teaching and English reading plays a critical role in cultivating students’ key competencies.However,there are still some problems in junior high school English reading teaching in China and traditional reading teaching mode cannot meet the requirements of new curriculum standard.With the advancing of educational informatization,the vigorous development of information technology brings more possibilities for English reading teaching.While the integration of English teaching and information technology is not deep enough from the actual situation of English teaching at present,which needs the guidance of scientific theory.TPACK is the basis of effective teaching with technology.For teachers,the TPACK framework can contribute to optimizing teaching by using technology,which relies on appropriate teaching design.Thus,the author studies English reading teaching design in junior high school and tries to answer the following three questions:1.What are the features of English reading teaching design in junior high school based on the TPACK framework?2.What are the causes of the features of English reading teaching design in junior high school?3.Does information technology promote the achievement of teaching objectives in the implementation of English reading teaching design in junior high school based on the TPACK framework?Based on the TPACK framework and English curriculum standards,the author uses case analysis,classroom observation and interview to investigate 6 junior high school English teachers and 30 English reading teaching designs in Beihai No.2 Experimental School.The result shows that:1.The features of English reading teaching design in junior high school are as follows: in the formulation of teaching objectives,language knowledge is most valued,while thinking quality is neglected,and the teachers’ PCK needs to be updated;routinization of reading activities,insufficiency of text interpretation and deficiency in the level of PCK in reading teaching;deficiency in the level of TPACK and failure of achieving the learning style characterized by “autonomy,inquiry and collaboration”,which can fully reflect the students’ subject status.2.The causes of the features of English reading teaching design in junior high school are teaching philosophy,curriculum resource and teaching structure.3.Based on the TPACK framework,in the implementation of the English reading teaching design in junior high school,information technology can promote the achievement of some parts of teaching objectives to a certain extent.However,because of the failure of achieving the learning style characterized by “autonomy,inquiry and collaboration”,which can fully reflect the students’ subject status,the degree of achievement of teaching objectives is hard to be tested.According to the above research,the author puts forward corresponding suggestions on English reading teaching design in junior high school based on the TPACK framework: 1.Teachers should acquire and develop TPACK.2.Teachers should take advantage of various information resources to support student learning and create conditions for the implementation of blended learning.