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.