Design and Application of Intelligent Subject System Based on TPACK Framework

Literature Review

The improvement of teachers' information technology-based teaching ability is not only the trend of teachers' educational development, but also an important factor affecting students' development. Some studies even suggest that the information technology-based teaching ability of teachers is the key to the success or failure of education and teaching reform (Hernández-Ramos et al., 2023).

Stinken-Rösner et al. (2023) believe that design research pays attention to the design of the learning environment, which effectively integrates experiential education and theoretical drive and allows educational innovation to be put into practice. Guo (2021) thinks that DBR is a systematic and flexible method system. On the basis of cooperation between researchers and practitioners, DBR promotes educational practice through repeated cycles of analysis, design, development and implementation, and it refines the design principles and theories of real situations. This definition shows that DBR is the double development of theory and practice. The design, implementation, evaluation and improvement of educational intervention are the core elements of design research. It is used to solve practical problems, according to practical needs, using a variety of research methods and the joint efforts of many parties to form an effective design and realize the common development of theory and practice. Class (2023) focused on the influencing factors of TPACK and built the context factor model of TPACK. Based on the existing research conclusions, it was found that TPACK was influenced by many factors, but its mechanism and intensity is very different for different people. These conclusions are all subsequent correlations. Thyssen et al. (2023) put forward four meanings of blended learning in their articles, including: combining or mixing network-based technology models to achieve educational goals; combining different teaching methods to produce the best learning results; combining face-to-face teacher-guided training with different forms of teaching techniques; combining or mixing practical tasks with teaching techniques to coordinate learning and work. Huang (2021) believes that blended learning is a kind of ability for learners, including the ability of learners to choose available learning resources, methods, media, and more which are suitable for them to help them achieve their learning goals; for teachers and instructional designers, blended learning is the ability to organize, distribute, and utilize available teaching resources and equipment. For teaching managers, blended learning is the ability to organize and distribute all valuable teaching resources, equipment, media, and teaching materials (Garrido Abia et al., 2023). Velander et al. (2023) tried to explore the teaching strategy of integrating dynamic visual information technology, plane geometry content, and teaching under the framework of TPACK, and they applied this strategy to practical research and conducted teaching experiments to try to improve classroom teaching efficiency. Ghazali and Rahman (2023) will integrate dynamic information technology with subject teaching through visual teaching strategies, which can help students, with the support of a large number of materials, incorporate knowledge into images. This meets the needs of students' cognition, builds a pillar of abstract thinking, and provides the basis for various abilities development, so as to cultivate students' thinking and literacy. Su et al. (2023) think that using technology to represent and present the subject content combined with teaching method knowledge is beneficial to teaching and to students' understanding of knowledge. The concrete presentation form of T-TPACK is that teachers choose appropriate teaching methods and properly integrate technologies in the teaching process according to the teaching content, so as to design teaching plans and use appropriate methods to represent and present subject knowledge, thus improving teaching efficiency and students' learning efficiency (Su et al., 2023). Elmaadaway and Abouelenein (2023) believe that, in the general teaching process, the application of technical knowledge to subject teaching does not interact with the subject content rationally. It may appear that technology is used for teaching in the whole class teaching activities, but whether it is suitable to use technology at a certain stage is not determined, and there is no interactive analysis of technology and subject content (Elmaadaway & Abouelenein, 2023).