Research On TPACK Ability Training Strategy Of Teachers In Middle Chinese Reading Teaching Of Primary School

TPACK involves three knowledge elements: subject content,teaching method and technology.However,it is not a simple combination or superposition of these three kinds of knowledge.Instead,it should integrate technology into the actual teaching of specific disciplines.With the development of TPACK and educational informatization,teachers are not only required to integrate technical knowledge into their own knowledge structure,but also required to combine classroom teaching with TPACK to promote the realization of teaching objectives,so as to improve teaching efficiency.In the face of the current social development trend,China’s Education Modernization 2035 proposes to accelerate the reform of education in the information age and accelerate the reform of personnel training mode by using information technology.At present,there are some problems in the middle Chinese reading classroom of primary school,such as the low degree of combination of information technology and teaching method,and the lack of good integration of technology,teaching method and subject knowledge.Therefore,the primary school Chinese curriculum should make full use of information technology in teaching,pay attention to the background of modern information technology,teaching mode and learning mode reform.This study adopts the methods of interview,questionnaire and experimental research.The study is divided into two parts.The first part analyzes the current situation of teachers’ TPACK application ability,studies the factors that influence teachers’ TPACK application ability,and puts forward the strategies to improve teachers’ TPACK ability.In the second part,the author designs a TPack-based Chinese reading teaching model according to the proposed strategy.In order to verify the effectiveness of this model,experimental classes and control classes are selected through educational experiments,and different teaching methods are adopted for the two classes.The influence of different teaching modes on teachers’ TPACK ability is studied on the basis of excluding irrelevant variables as far as possible.Among them,the control class still uses the traditional teaching mode,while the experimental class carries out reading teaching based on TPACK.At the beginning and end of the experiment,before and after tests are carried out respectively.SPSS20.0 software is used to analyze the test results before and after the experiment,which proves the effectiveness of this model for Chinese reading teaching based on TPACK.The results show the effectiveness of strategies to improve teachers’ TPACK ability.In addition,this experiment shows how teachers effectively integrate technology,teaching method and subject knowledge in Chinese reading teaching,thus providing a reference for other teachers to conduct Chinese reading teaching based on TPACK.After the experiment,students in the experimental class were interviewed to fully understand the influence of TPack-based reading teaching model on teachers’ TPACK ability.