Research On The Cultivation Of Pre - Service Teacher 's Information Teaching Ability Based On TPACK Model

The rapid development of information technology makes the way we work, study and entertainment all great changes. Similarly, the education field is experiencing an unprecedented change. In a rapidly changing informatization society, the teacher education field is facing serious challenges. Therefore, how to improve teachers’ ability of using informatization technology to teach has became the hot issue of current research. Dr. Mishra and Dr. Koehler in the University of Michigan put forward the concept of Technological Pedagogical Content Knowledge (TPACK) at the first time in2005. The model provides a good paradigm for studying teachers’ informatization teaching ability in the information society. TPACK model consists of three core elements TK, PK and CK, and four complex elements PCK, TCK, TPK, TPCK that formed by core elements. Teachers’ informatization teaching ability refers to the ability that teachers know how to apply TPACK. Therefore, the thesis basing on the TPACK structural model will focus on how to cultivate pre-service teachers’ informatization teaching ability.Pre-service teachers are the main reserve force of primary and secondary schools in the future. If we can improve pre-service teachers’ informatization teaching ability during their training, it will inject fresh blood to teachers in several years. The research will solve problems as follows. How about the current situation of pre-service teachers’ informatization teaching ability? What are the factors? How about ability training status? What are the problems in the training? What kind of training strategy?The research is divided into six chapters:asking questions, theoretical interpretation, investigating the current situation, case analysis, seeking strategies, summary and reflection. The first chapter is introduction, which will put forward the research problem and introduce research purpose, research significance and research methods; The second chapter is theoretical interpretation, which will interpret the feasibility of researching problems about pre-service teachers’ informatization teaching ability through introducing critical concept and reviewing literatures; The third chapter is the investigation about status quo, putting the undergraduate students in part of domestic normal colleges as investigation object. According to the survey data, the study wants to know the status quo of pre-service teachers’ TPACK levels, and analyze the training status of pre-service teachers’ informatization teaching ability based on the TPACK model; The fourth chapter learns from successful experience of Michigan State University and provides reference and enlightenment for the training of pre-teachers’ informatization teaching ability. The researcher will try to put forward training strategies to improve pre-service teachers’ informatization teaching ability; The fifth chapter is summary and reflection of this research, which will examine the innovation of the study and recognize the shortcomings of research, so that the shortcomings can be improved in the follow-up study.The main conclusions are as follows:(1) The pre-service teachers’ levels of CK, PK, and TK are relatively higher than that of PCK, TCK, and TPK, while TPCK is in lowest level. The overall level of pre-service teachers’ TPACK is still inadequate.(2) Gender, school, and profession have little influence on pre-service teachers’ TPACK development. And there is much influence of whether pre-service teachers’ have pedagogy classes, education technology classes and whether they have teaching experience on developing pre-service teachers’ TPACK levels.(3) There are some problems in the process of pre-service teachers’ informatization teaching ability training, which reflects in that their abilities are poor, theory teaching and practical teaching separates, the curriculum proportion is slightly in disorders and practice is obviously inadequate.(4) Michigan State University is an American teacher education academic researching powerhouse. Its successful experiences in teacher education program provide enlightenment for the work of pre-service teachers’informatization teaching ability training in domestic, which includes paying attention to specialty practice of pre-service teachers, emphasizing the integration of teacher education curriculum, and establishing the practice curriculum evaluation method.Considering the previous research results, and learning from foreign experience, this thesis attempts to put forward strategies about the cultivation of pre-service teachers’ informatization teaching ability, which includes the cultivation concept of combining theory and practice, interconnected and layered curriculum system, using flexible and appropriate teaching strategy, multivariate practice organization, and establishing the evaluation mechanism to promote the development of ability.