The Study On The Progress Of The Normal Student's Technological Pedagogical Content Knowledge(TPACK)

Ever since Shulman proposed the concept of the Pedagogical Content Knowledge(PCK),the Technological Pedagogical Content Knowledge(TPACK)has gradually become a core element of teachers' knowledge and an important part of teachers' professional development.How to promote the development of teacher TPACK scientifically and effectively has become a hot issue of theoretical research and practical application in the field of education.This is not only related to the construction of teachers' knowledge system,but also to the professional development of teachers.This study is based on the development of micro-courses,which aims to explore the TPACK development of the students participating in the activities.The thesis tries to probe into the following questions: what changes of TPACK has happened on these normal students who have participated in the micro-course development;in which aspects the development of micro-course result in these changes;what factors affect the development of TPACK of those participants.The subjects of this study are eight sophomores majoring in physical education who are recruited from normal universities.Each of them has gone through two rounds of personal interviews and the four rounds of micro-course development cycle,involving the micro-courses' design,production,review,revision and submission.The researchers have collected data through interviews,participant observation,questionnaires,etc.,and Nvivo 11 qualitative data analysis software has been used for data coding and analysis.The results show that: micro-courses development project activities based on knowledge teaching can effectively promote the formation and development of normal students' awareness,knowledge and ability of integrating the application of technology in classroom teaching,deepen their understanding of the close relationship between technology,teaching methods and subject content,and consequently promote the development of their TPACK levels effectively.This study consists of four main parts: introduction and literature review,research design,research process and the main findings.In the first part,the researcher tries to sort out the status quo and problems of related research by collecting and collating data on the domestic and overseas TPACK research as well as micro-course development theory and practice,and introduces the reason of the selection of the topic,the main research questions and hypotheses,core concepts and theoretical basis.The second part introduces the research background,the main research method and data collection method,with the emphasis on the data collection and analysis program.The third part is the main body of this dissertation including the research progress and the main findings of this study.The details of the implementation of the case study are presented,and the research findings are classified in the TPACK framework.In this last part,based on the research and analysis,the research hypothesis 1~6 will be verified,and the competition hypothesis will be refuted,which will naturally lead to six conclusions obtained,a summary of the theory and consequently the validity and reliability of the research conclusion.At the same time,the researcher have also carried out a deep reflection on the whole research activities,and put forward some enlightenment and suggestion.The study,on the theoretical level,further validates and enriches the teaching knowledge integration technology(TPACK)framework,which integrates the elements of normal students,micro-course development and etc.;on the practical level,it provides a new way of promoting normal students' and even in-service teachers' awareness and ability of integrating technology in classroom teaching.