Path Analysis Of TPACK Difference Among Mathematics Teachers Students In Qinghai Universities

The development goal of the ten-year development plan of educational informatization(2011-2020)clearly requires that "the level of the integration of information technology and education should be significantly improved".Specifically,the requirements for teachers are to give full play to the unique advantages of modern information technology so as to make their own teaching methods and education model innovation continue to deepen.Therefore,TPACK is an important key content of teachers' professional development in the present era.Now it is at the end of the ten-year reform of the development of educational informatization.Our country is vast in territory and unbalanced in educational development.Qinghai is located in the western part of the motherland.It is a multi-ethnic area,and the educational development is relatively backward.The TPACK mastery of mathematics normal students in this area directly affects the quality of mathematics teaching in the future.In order to seek targeted suggestions to improve the TPACK of mathematics normal students in the region,this study first reviews the literature.Based on the Schmidt classic TPACK test scale,it is eliminated,modified and added to form a TPACK survey scale with 25 questions.After summarizing the relevant research of domestic and foreign scholars on the influencing factors of TPACK,A 16 item TPACK questionnaire was designed from the perspective of teachers' occupation in five aspects: identity,motivation and self-efficacy,educational technology curriculum,teaching practice experience,and school resources and environment.Secondly,through the method of questionnaire survey,this paper makes a full sample survey of mathematics normal students in Qinghai A,B and C universities.On this basis,it first analyzes the differences of different genders and grades of mathematics normal students,and then concludes that all mathematics normal students have significant gender differences in TK,CK,TCK,TPK and TPCK dimensions;all mathematics normal students have significant grade differences in CK,PK,PCK,TCK,TPK and TPCK dimensions.In addition,the influencing factors of different groups and the structural equation model of TPACK areanalyzed,and it is concluded that the influence paths of five factors on the seven dimensions of TPACK of different genders and different grades of mathematics normal students are not the same,which leads to the different influence tracks and intensity of five factors on different genders and different grades of mathematics normal students.Finally,according to the conclusion,this paper puts forward some suggestions for the improvement of TPACK from three aspects: mathematics normal students,normal universities and primary and secondary education units.From the perspective of influencing factors,this study explores the causes of the differences in TPACK,theoretically makes up for the gaps in the study of TPACK differences,and in practice lays the foundation for proposing reasonable suggestions to improve the TPACK for mathematics normal students,as well as provides a reference for promoting the development of Mathematics education information.