As computer and network-based information technology exerts an increasingly widespread and profound influence on education and teaching, technology-integrated teaching methods have become the norm in modern educational practice. Proficiency in mastering and applying technological pedagogical content knowledge (TPACK) in subject teaching has become an essential competency for professional development in the new era. Based on this, this paper uses Changsha County as a case study to develop a TPACK survey questionnaire for primary school science teachers. The findings reveal that, in actual classroom teaching, older teachers demonstrate high proficiency in pedagogical knowledge, subject knowledge, and subject-specific pedagogical knowledge, but exhibit a weak understanding of, and operational skills regarding, technology. Conversely, younger teachers possess high levels of technology-related knowledge but demonstrate weaker mastery and application of pedagogical knowledge. Additionally, some teachers focus solely on subject-specific teaching tasks and are reluctant to learn new technologies. Building upon these findings, in-depth interviews were conducted to further explore the current state of TPACK proficiency among elementary science teachers and analyze the underlying causes. The study refines the investigation and proposes recommendations to enhance TPACK development among elementary science teachers, thereby promoting TPACK proficiency among practicing teachers and science education teacher candidates.