Research On Teaching Design And Application Of High School Information Technology Based On TPACK Integration Model

Technological Pedagogical and Content Knowledge (TPACK) of integration technology is the third stage of exploring approaches and methods of the Information Technology Curriculum Integration (ITCI). Since2005when it was proposed, it has attracted worldwide attention in the circle of education and education technology. Undoubtedly, TPACK integration technology has injected vitality for ITCI when it hit a bottleneck, but at the same time, it also has brought challenges to teachers.According to the questionnaire survey and theoretical analysis, though information technology, as a new subject in middle school, attempts to improve students’ information literacy, the middle school information technology teaching in central and western China is confronted with many problems, such as over-emphasis on skills, insufficient class hours and students’ attention, diverse learning starts, lack of evaluation mechanism and difficult classroom management. In order to solve these problems, this thesis, instead of relying on traditional cramming teaching, employs the teaching design based on TPACK integration mode to try to improve the inefficient information technology teaching. Therefore, this research is of great significance. This thesis generally focuses on the following points:1. Make the TPACK-integration-model-based teaching design for information technology of senior high school. With full understanding of TPACK, the discipline nature of information technology and teaching design models, the author, first, improves the traditional teaching design; second, compiles teaching cases for Network Technology (Senior Two) in accordance with the principles of designing various interesting classroom activities, real life based teaching materials and stimulating students’learning enthusiasm; third, draws the conclusion that TPACK integration mode is superior to the traditional ones through comparison.2. Design classroom assessment methods. The author chooses two Senior Two classes of science at the same proficiency level as the experimental group and the control group, then designs, refines and tests the pre-test and post-test questionnaires. Also the author designs interviews with definite purpose and clear outline as well as formative and summative evaluation mechanism. This thesis makes full use of the advantages of both quantitative and qualitative research method to efficiently conclude, predict and explain the research questions.3. Analyze the practice in classroom teaching and its effects. The author describes the implementation of the curriculum and the data collected through questionnaires, interviews and test, and based on these data compares, analyzes and concludes the practice effects. Then the author comes to a conclusion by analyzing the collected data: first, the TPACK integration mode teaching can improve students’information literacy, especially on their information ability, information consciousness and information knowledge; second, the TPACK integration mode teaching has been widely accepted by students; third, the attendance, classroom participation, homework completion and final grades of experimental group students are generally better than that of the control group’s.