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From Technological Application to Integrative Empowerment: Reconstructing the Paradigm of Foreign Language Teachers' Professional Development Based on TPACK
One-line summary
Digitalization is reshaping foreign language education, yet classroom technology use remains superficial, decoupled from subject and teaching theories, failing to deliver substantive teaching empowerment.
Engineering notes
Key topics: autonomous driving. See the paper for implementation details and experimental results.
Chinese explanation / 中文解读
中文解读待补充：本站会优先为端到端自动驾驶、BEV感知、3D目标检测、轨迹预测、路径规划、LiDAR感知等高价值论文补充中文说明。
Original abstract
Digitalization is reshaping foreign language education, yet classroom technology use remains superficial, decoupled from subject and teaching theories, failing to deliver substantive teaching empowerment. The TPACK theoretical framework integrates technological knowledge (TK), content knowledge (CK) and pedagogical knowledge (PK), offering solutions to fragmented tech application. This paper constructs a TPACK-oriented "integrative empowerment" professional development paradigm for foreign language teachers. It addresses three core dilemmas of current teachers’ technology practice, elaborates the three-layer structure of the new paradigm, and proposes operable implementation paths covering instructional design, teacher community construction, multi-dimensional support and developmental evaluation. The research aims to improve foreign language teachers’ digital integration literacy and professional autonomy, retain the humanistic value of language teaching amid digital transformation, and cultivate globalized local language talents.
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