A Study On Teachers' TPK Influence Factors And Development Strategies From The Perspective Of Action Science

Based on the theory of The Action Science,this dissertation takes the Technological Pedagogical Knowledge(TPK)of primary and secondary school teachers as the research object,analyses the factors that affect the development of teachers' TPK from the two aspects of teachers' subjective thoughts and practical action,and sums up the fundamental reasons.On this basis,we put forward Double-loop Learning strategy for teachers' TPK improving and makes a preliminary empirical study,which verifies the rationality of the conclusion and the effectiveness of the strategy.Finally,some suggestions for teachers' TPK development are put forward.The Action Science holds that there are two kinds of action criteria in the implementation of human action.One is the values and theories that the actors claim to follow,namely " the espoused theory ";another is the values and theories actually followed in the course of action,namely " theory-in-use ".In many cases,due to the influence of some subjective or objective factors,actors will "unconsciously" change their action strategies,resulting in inconsistencies between the two theories,leading to differences in expectations and results.The main idea of this study is based on these principles of The Action Science,embark from the problem which is the inconsistency between teachers' subjective attitude towards TPK and their actual actions,to establish the basic question hypothesis: the main factors considered by teachers are different in their subjective understanding and practical application of TPK.It is the core task of this study that finding out the specific factors of this difference and deeply analyze the root cause of the difference.Then,based on the research conclusions,effective strategies for TPK promotion were offered.The main work of this study includes the following parts: the summary of the problems and research status(Chapter 1);an elaboration of the theoretical basis of the study,combing the attributes,characteristics and basic content framework of TPK,and designing of research programs(Chapters 2 and 3);a questionnaire survey method was used to conduct statistical analysis of more than 30,000 samples,resulting in TPK under teachers' the espoused theory,and Influencing factors structure(Chapter 4);Through case analysis and Interview method,24 classroom teaching cases were compared and analyzed,and 14 teachers were interviewed openly.Through comprehensive analysis,the influencing factors structure of TPK under teachers' the theory-in-use was obtained(Chapter 5);The two influencing factors structure was compared and integrated,forming a comprehensive framework of influencing factors,and making in-depth analysis of the comparative results.The conclusion is drawn(Chapter 6).Based on the conclusion,the Double-loop Learning strategy is put forward and three cases are tested(Chapter 7),and some suggestions are offered for the development of teachers' TPK(Chapter 8).the study concludes that,in TPACK system,teachers' Technology Pedagogical Knowledge(TPK)has independent scope and value,and is one of the important research contents of the educational technology.TPK should not only be a simple addition of technology and teaching methods,but also a comprehensive knowledge that includes relevant theories of technology,learning theory etc.;In its attribute,TPK combines knowledge attribute with practice attribute,and it is a teachers' professional general knowledge,which lays more emphasis on practice attribute.Therefore,the development of teachers' TPK must attach importance to teachers' practical action and reflection.The study finds that there are great differences in the influencing factors of TPK under the espoused theory and the theory-in-use.Under the espoused theory,teachers believe that their own technical ability,students' technical adaptation level,environmental conditions and educational idea are the key factors,while they pay less attention to the expectation of teaching effect and technological concepts.However,in the theory-in-use,they show that the expectation of teaching effect has become the most important factor,while it is weakly related to such factors as educational idea,teaching methods and technological idea.This result has profound practical significance.It is reasonable and necessary for teachers to attach importance to teaching effect in practical teaching.But it is also the factor that makes teachers change their action strategies in actual teaching and reduce the integration of technology and teaching.The reason for the reduction is that teachers do not fully experience the role of technology in promoting teaching effect,so they have doubts about technology.This shows that that teachers have not really comprehend the relationship between technology and teaching,and lack of innovative ideas to solve practical teaching problems by technology.Technology has always been recognized as an appendage to the teaching model,and teachers' TPK has not really formed.This paper analyses the shortcomings of the current conventional form of teacher information training,and points out that the main status of teachers has not been paid attention to,the actual teaching needs of teachers have not been faced squarely.Therefore,we should effectively adjust the strategies and methods of improving teachers' Information technology ability,start from solving practical problems,let teachers experience the real role and practical significance of technology,and improve teachers' TPK level through multiple and complex development paths.The study proposes the Double-loop Learning strategy for teachers' TPK promotion and carries out three preliminary empirical studies,which support the prediction that teachers' TPK has different influence factor under the two theories,and preliminarily prove the validity of the Double-loop Learning strategy.Finally,on the development of TPK,the study puts forward the adjustment countermeasures to original mode,emphasizes the importance of perfect top-level design,open procedures and standards,establishes the central position of teachers.In the end,the paper puts forward action suggestions for teachers' own practice.