Design Of "Informationized Teaching" Learning Activities Based On The Perspective Of TPACK

Professional development of teachers has aroused common concern and attentionin the information society. It is clearly put forward in the national education plan thateducation to teachers should be strengthen, and professional standards as well asteaching ability need to be improved. Moreover, new curriculum reform raises newrequirements for teacher’s teaching conception, structure of knowledge and teachingability. In addition, it also requires promoting normal school student’s ability toapply information technology in teaching. Technological pedagogical and contentknowledge (TPACK) is the foundation for teachers to make use of technology inteaching effectively in the information age. In order to explore a new way of cultivatingnormal school student’s technological pedagogical andcontentknowledge,theresearchintend to design and practice informational teaching activity in perspective of TPACKand observe if it is possible to cultivate and develop normal school student’stechnological pedagogical and content knowledge in the guidance of activity theory.After reviewing literatures,this research summarizes the relevant theoreticalachievements and practical experiences of the measurement,evaluation,cultivating anddevelopment of TPACK as well as relative contents of activity theory, so as to guidelearning activity designing. On the basis of mature scales borrowed from abroad, a scalesuits the research has been designed and present situation of normal school student’sTPACK is investigated with this scale. According to current situation analysis,characteristic of physics and feature of physics teaching, the curriculum structure ofinformative teaching has been made up and adjusted, and informative teaching activitybeing designed and applied. At the end of the term, post-test on normal school studentshas been carried out. The front-back test data indicates that normal school studentsmajoring in physics have fostered the ability to integrate technology into curriculumprimarily and technology knowledge (TK), pedagogical knowledge (PK) andtechnological pedagogical knowledge (TPK) have been developed.The research includes six chapters. In chapter one, research background andresearch problems are put forward. Meanwhile the research purposes and significance,research contents, research ideas and research methods are introduced. In chapter two,the paper reviews literature on relative research to TPACK and basic elements of activity theory. Besides, the concepts related are defined. In chapter three, the paperdescribes the design and test results of the reliability and validity of the scale. Thencurrent situation of normal school student’s TPACK are investigated and analyzed. Inchapter four, existing curriculum structure is adjusted and supplemented slightly, andframework of learning activity design of informative teaching is formed. In chapter five,the paper introduces the activity design, activity implementation, data collection andeffect analysis in form of cases to study acquisition condition of normal schoolstudent’s TPACK. After a term of learning activity implementation, the paper carriesout post-test of normal school students, and analyzes the change of their knowledgethough analyzing activity effect data as well as front-back test. In chapter six, the papersummarizes main conclusions of the research and reflects on the deficiencies.