Abstract: With the accelerated promotion of digital transformation in education, digital textbooks have become the core element of foreign language teaching reform, which also puts forward new ability requirements for foreign language teachers. The multimedia characteristics of digital textbooks mean that foreign language teachers face the challenge of teaching mode reconstruction. Most foreign language teachers with liberal arts backgrounds lack information technology training and face difficulties in adapting to technology, resulting in a structural contradiction between “subject background technical requirements” . This article is based on TPACK and TPD theories, taking basic Japanese courses as an example, to explore the root causes of the dilemma of digital textbooks promoting teacher role transformation and technological adaptation. The study found that transformation is multidimensional, phased, and differentiated, and requires collaborative construction of a support system from the perspectives of teachers and schools.

Key words: Digital textbooks, Japanese language, Teacher, Role transformation, TPACK, TPD