1. Technical knowledge refers to the knowledge that teachers use various technical tools and software to design and support teaching. TK includes operational skills and technical knowledge in using technical tools, such as how to use multimedia courseware and educational software.

2. Pedagogy knowledge (PK) means that teachers know how to teach students of different ages, learning abilities and cultural backgrounds, how to make curriculum plans, and how to identify students' learning difficulties. Teachers' educational knowledge needs to be based on various teaching theories and practical experience.

3. Content knowledge (CK): refers to teachers' in-depth understanding of specific subject areas. Teachers need to have rich knowledge, skills and experience in order to teach students effectively in the classroom.

Only by integrating these three aspects of knowledge can teachers use technical tools to achieve good transmission and effective learning of educational content. Therefore, TPACK theory puts forward three interactive scenarios: PCK (educational knowledge+subject knowledge), TCK (technical knowledge+educational knowledge) and TPK (technical knowledge+subject knowledge), and integrates these interactions into a more comprehensive strategy.

The theoretical basis of tpack theory;

TPACK was put forward by Mishra and Koehler, educational technologists of the University of Michigan, USA, which refers to the mixture of technology, teaching and discipline. Before the TPACK model, educational technologists mainly focused on the influence of computer and network technology on education. However, with the passage of time and the progress of educational reform, teaching itself has become more and more important.

Discipline and the ability to master discipline knowledge are necessary, and may even be more important in some cases. Therefore, a T-TPACK model is put forward, which organically combines technology, teaching and discipline.

T-TPACK model consists of thirty elements, which is the result of the interaction among technology, teaching and discipline, and is regarded as the core competence required by technology integration by the proponent. Specifically, the T-TPACK model is based on Content Knowledge (CK) and Technological Knowledge (TK), in which teaching and knowledge are closely linked and technology runs through it.

They are intertwined and form four levels: TPK (technology pedagogy knowledge), TCK (technology content knowledge), PCK (pedagogy content knowledge) and TPACK. In a word, TPACK theory holds that the excellent application of educational technology needs the deep integration of teaching, discipline and technical knowledge.

We should integrate the professionalism in the field of subject knowledge, the proficiency in the use of teaching strategies and the proficiency in the use of technical tools to achieve more efficient and interesting classroom teaching.