Interpreting the Value, Diagnosing the Dilemmas, and Optimizing the Pathways of TPACK Development Among Junior Secondary Chinese Language Teachers in the Digital-Intelligence Era

Against the backdrop of China's educational digitalization strategy and the implementation of the new curriculum standards, junior secondary Chinese language teachers' TPACK has become a crucial driver of classroom transformation. Based on recent policy directions and the generative, moral, cultural, and thinking-oriented features of the Chinese language subject, this paper examines the current state and practical significance of TPACK development. Using a mixed-methods design that combines questionnaires, semi-structured interviews, and classroom observations, the study investigates teachers' TPACK across multiple regions. The findings reveal three major problems. First, at the knowledge level, technology, pedagogy, and subject content remain fragmented, and effective mechanisms for integrating them into TPACK are lacking. Second, at the cognitive level, some teachers show misaligned understandings of technology use, weakened subject consciousness, and insufficient attention to student agency. Third, at the practice level, teacher training is often disconnected from real classroom needs, generational differences in knowledge structures are evident, and institutional and resource support remains limited. To address these issues, this paper proposes optimization pathways in three dimensions: knowledge integration, cognitive reconstruction, and ecological co-creation. It recommends improving tiered professional development and school-based resource platforms, reshaping teachers' beliefs about technology integration while strengthening subject commitment and ethical awareness, and building supportive professional ecologies through school-based learning, scenario-based practice, and multi-level professional communities. These efforts aim to promote the deep application of TPACK in Chinese language teaching, support teachers' professional transformation, and enhance the quality of classroom reconstruction.