Research On The Development Of Discipline Teaching Knowledge (TPACK) Of Mathematics Pre - Service Teacher Integration Technology

Teacher, a specialized and highly complex work, is also rooted in the professional knowledge. In the new era, Technological Pedagogical and Content Knowledge’ concept(TPACK) is listed in the content of teacher’s professional knowledge, which slowly becomes a part of teacher’s ability.In order to explore the approach of developing TPACK, as well as helping pre-service teachers to find that their own lack to do some purposeful training to develop their own TPACK, the approach of exploring pre-service mathematics teachers’ TPACK was used as the theme, and was subdivide into three research questions:(1) Find the level of mathematical pre-service teachers’ TPACK in a specific university in Shanghai.(2) Through short-term training for pre-service teachers of mathematics, observe the pre-service teachers’ TPACK changes.(3) How to develop pre-service teachers’ TPACK.In order to solve the above three questions, the author combined with the data to design the evaluation questionnaire of pre-service teachers’ TPACK, and then tested mathematical pre-service teachers of two normal universities in Shanghai. Through analyzing the data, some problems of the pre-service teachers’ TPACK at present were found. Combining with the literature, the corresponding short-term training was designed to train some pre-service teachers. After that, a pre-service teacher was selected to do a case study, including some classroom observation and in-depth interviews, which aimed to analyze their changes of TPACK level before and after. Through qualitative and quantitative research, the way of developing mathematics teachers’ TPACK was explored.Through data analysis, the pre-service teachers participated in training improved their TPACK. Combined with the case study, the way of developing pre-service teachers’ TPACK was put forward: first, the mathematical pre-service teachers’ training should strengthen the connection of content knowledge, Pedagogical Knowledge and technology knowledge. Second, the training of pre-service teachers can use the ‘design learning’ strategy, in the form of ‘workshop’, and carry out the study regularly. Leading by experienced teachers as the core team members, pre-service mathematics teachers can share their views in the relaxed atmosphere in teaching discussion activities. Third, pre-service teachers’ training can imitate collective lesson preparation of middle school and high school, through in-depth analysis and discussion of a lesson, letting every member to participate in discussion to make more in-depth understanding of this lesson. Finally, pre-service mathematics teachers should pay attention to practical training. Conditions should be created for the pre-service teachers to do personally electronic courseware, and design lesson, and express their own ideas in the class.