Junior High School Physics Teacher

TPACK is the basis of the teaching quality of teachers to use technology, and it is a teacher in the information technology environment must have the knowledge of teaching. In order to understand the characteristics of the junior middle school physics teacher’s TPACK in the current practical teaching environment, to get objective facts based on the actual teaching process, the researchers conducted a case study, and probes into the following two questions:(1)What TPACK characteristics does the non-expert teachers and expert teachers has ?(2)What are the differences of TPACK characteristics between the two teachers?This study establishes a non-expert teacher and a expert teacher, drawing up the "junior high school physics teacher TPACK classroom observation table" and "junior high school physics teacher TPACK interview outline" based on the “integration viewpoint”.This study using classroom observation(video), interview method to collect data, analyzed the TPACK characteristics of the two teachers and got six conclusions:Concept of teaching physics with technology :non-expert teacher had a certain gap in the concept of physics teaching,and pay too much attention to the cultivation of students’ basic knowledge and basic ability; The expert teachers in extra-curricular use diversity technology not as good as non expert teachers.The curriculum content knowledge with technology integration: The non-expert teacher in the use of technology mainly comes from the content of the teaching material.The degree of innovation, and the close relationship between life is more than the lack of expert teacher‘s.Knowledge of integrating technology teaching students to understand the physics particular subject:non-expert teacher is lack of expert teachers using technology to help students better understand the difficulties of knowledge.The level of technology integration of non-expert teachers is low and can’t use technology to create the environment for students to learn independently.Knowledge of teaching strategy and method with technology integration: The non-expert teachers lack the performance of breaking through the limitation of the teaching materials in the use of technology to create situations. When dealing with the students’ mistakes,the non-expert teacher let the students take the initiative to use the technology is better than the expert teachers.The efficiency of the use of the technology is not as good as the non expert teachers when setting tasks.Knowledge of the evaluation of a physical subject with technology integration:non-expert teachers are better at making students use technology to show to understand students’situation than the expert teachers.TPACK operation reflects the aspect:non-expert teachers are not as good as expert teachers in the use of "self-made" technology types.On this basis made eight recommendations about how to promote teachers’ professional development and TPACK development, for example, non-expert teachers should pay more attention to the relationship between the content of the technology and the real life.