The rapid development of information technology has continuously promoted the informatization of education. Information technology has had a profound impact on education, and teachers are also facing new challenges. TPACK has become one of the important qualities of teachers in the information age. TPACK theory emphasizes the intersection and deep integration of technology, subject knowledge, and pedagogical knowledge. Through the investigation and study of current primary school teachers’ TPACK, it is found that primary school teachers generally lack the deep integration of technical knowledge and subject teaching content. Research on strategies to improve TPACK for primary school teachers.

Ⅰ. Introduction
Ⅱ. Proposition of TPACK Theory
Ⅲ. The source and current situation of TPACK for primary school teachers
    1. The Source of TPACK for Primary School Teachers
    2. The Current Situation of TPACK for Primary School Teachers
Ⅳ. Analysis of the Reasons for the Lack of TPACK for Primary School Teachers
Ⅴ. Strategies to Improve TPACK for Primary School Teachers
    1. Strengthen the Teaching of General Technical Knowledge
    2. Design and Develop Teaching Cases Closely Related to the Subject Teaching Content
    3. Improve TPACK through Teaching Practice and Reflection Development
Ⅵ. Conclusion
References
ABSTRACT

• Ji Tong(Doctoral Student, Major in education and cultural information development, Woosuk University)
• Ma Lin(Doctoral Student, Major in trade management, Woosuk University) Corresponding author