The Research On The Technological Pedagogical Content Knowledge Of Primary School Teacher

In 2005, based on the Pedagogical Content Knowledge brought forward by Schulman, America scholar Punya Mishra and Matthew Koehler put forward Technological Pedagogical Content Knowledge(TPACK) for the first time. TPACK is the knowledge foundation for modern teachers to use technology to teach effectively and of great importance to improve teachers’teaching standard with technology. However, the researches about TPACK in our country are not enough, especially the researches on TPACK in teachers’ practice and on teaching behavior with TPACK in teachers’teaching practice. Based on the researches at home and abroad, this article analyzes the main problems and reasons of teachers’TPACK and proposes suggestions to improve teachers’TPACK with survey and case analysis about teachers’TPACK.This research includes the following parts:the first part is introduction. In this part, the author introduces the background, problems, goals, value and methods of this research. The second part is literature review. This part mainly summarizes and analyzes the related research and achievements of TPACK in foreign country and briefly introduces the researches about TPACK related field in our country. The third part is to define the research dimension of TPACK, including technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), technological pedagogical content knowledge(TPACK), and construct the framework of this research. The fourth part is to design tools for researching TPACK. This part mainly consists of two parts. One is to design the questionnaire, including teachers’TPACK questionnaire design, reliability and validity analysis and item selection. The other part is to construct the framework of teachers’ TPACK case which divides teachers’TPACK into four levels:understanding, application, integration and innovation. In addition, this part designs the tool for the study of teachers’TPACK according to the dimensions and levels of TPACK. The fifth part is the analysis and researches about teachers’TPACK. This part analyzes the current situation of teachers’TPACK by investigating teachers in A primary school in Chongqing. The sixth part is the analysis and researches about teachers’ TPACK cases. Based on the teaching case analysis of three primary school teachers, this part analyzes the specific behavior of teachers’TPACK in teaching practice and ascertains the TPACK level of teachers by quantization. The seventh part is the conclusion and suggestion. Through the analysis of questionnaire, this research finds teachers’TPACK is in upper level. The level of four knowledge dimensions is different, from high to low:TK>TCK>TPK>TCP. Through the analysis of three cases, this research finds X teacher’s TPACK and Y teacher’s TPACK are in the level of integration, however, Z teacher is in the level of application. In conclusion, there are some problems in teachers’TPACK. The causes of these problems are:lack of subject teaching resource; the misguidance of educational technology training; the failure of educational technology integration; the weakness of teachers’rethinking consciousness. Therefore, we should improve the teachers’ TPACK in teaching practice from four aspects, including:enhancing the construction of subject resources; reforming the content of educational technology training; conducting the teaching practice with TPACK and rethinking the teaching actively.Because this research just designs the scale for tasting TPACK that teachers should acquire, maybe it is not scientific to test teachers’TPACK in a specific subject teaching. Meanwhile, this research is limited because of the limitation of sample.