Research On The Status And Countermeasure Of Physics Normal Students’ Technological Pedagogical Content Knowledge

With the advancement of education informatization, improving teachers’ ability of integrating technology into teaching process has become an important part of the education reform. Therefore, the framework of Technological Pedagogical Content Knowledge(referred to as TPACK) provides a new research perspective of training teachers. In this article, physics normal students come from H Normal University have been selected as subjects. Questionnaire, quizzes and video content analysis are designed to focus on the following four questions:(1) The relationships between three kinds of measurement results;(2) The level and general quality of physics normal students’ TPACK;(3) The interior structure and generate path of TPACK;(4) The development strategy of TPACK.Triangulative research is the main method used in this thesis. Some data analysis tools such as SPSS, Amos and Nvivo have been used to classify, summarize and encoding. All the collected datum reflect physics normal students’ development of TPACK from different levels.The research suggests that:(1) The results of the three kinds of measurement schemes match each others, however, the subjects have a high evaluation to the actual level, and their application ability behind the knowledge and skill.(2) Physics normal students’ CK, PK and PCK can satisfy the needs of teaching process, while their TK is inadequate which mainly reflected in the lack of diversity and the incomplete comprehension of technical characteristic. This also resulted in the low grades of TPK, TCK and TPACK.(3) CK has no evident effects on the generation of TPACK, PK is the important growing point of TPACK,and TK have indirect influence on TPACK through TPK and TCK.(4) To develop physics normal students’ TPACK required good technical and cultural environment. The TPACK generation process is a cyclical process consisting of comprehension, observation, practice and Reflection. Therefore, correlated curriculum, teaching research activity, teaching Practice and reflective assessment are must be implemented.