Overview of TPACK theory under the perspective of Chinese education
DOI: 10.23977/curtm.2024.070521 | Downloads: 5 | Views: 78
Author(s)
Guan Changming 1
Affiliation(s)
1 College of Liberal Arts, Chongqing Normal University, Chongqing, China
Corresponding Author
Guan ChangmingABSTRACT
Under the background of the new curriculum reform, Chinese education under the influence of the fundamental task of moral education is the fundamental guidance to explore the future of Chinese education. How to use the limited teaching resources to cultivate students with the core quality of Chinese discipline, which is a big problem on the way to explore. Especially in the process of rapid development of information technology, the rational use of technical resources and the integration of educators' own subject application knowledge are one of the key abilities affecting Chinese teaching. Technological Pedagogical Content Knowledge (TPACK) effectively delineates the knowledge framework of teachers, and the knowledge model constructed by TPACK can well reflect the ability of a teacher and the future trend of complementary development of teachers' abilities.
KEYWORDS
TPACK, ability of Chinese teachers, integration of information technology and curriculum, review of research contentCITE THIS PAPER
Guan Changming, Overview of TPACK theory under the perspective of Chinese education. Curriculum and Teaching Methodology (2024) Vol. 7: 143-150. DOI: http://dx.doi.org/10.23977/curtm.2024.070521.
REFERENCES
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[5] Liu Hongri. Investigation and analysis of TPACK structure of primary school Chinese novice teachers [M]. Teaching research and reform in primary and secondary schools, 2021.
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