Construction Of G-TPACK Model Of Middle School Geography Teachers

The Internet Age has brought education unprecedented vitality and challenges, and put forward new requirements to teachers’ abilities to integrate information technology into education and teaching. Education technology research can be dated back to the middle of the 20th century in education research field. In 2005, Mishra and Keohler proposed the concept TPACK (Technological Pedagogical Content Knowledge), pushing this research into a new stage which made information technology, subject content and teaching methods in deep integration.In this paper, a new framework G-TPACK (G-Technological Pedagogical Content Knowledge) is structured for middle school geography teachers based on the TPACK structrue. Firstly, on the basis of a review of the documents about TPACK, the origin of the TPACK and it’s seven components is introduced, and research status at home and abroad is summarized. Next, through defining revelent concepts and analyzing the integration points, the G-TPACK framework is structured. The meaning and feature, and the components of the framework are further demonstrated. Then, on the foundation of the most recognized scale, Schmidt five point Likert scale, two scales used to assess the middle school geography teacher’s G-TPACK level and the main influencial factors are designed. A questionnaire including the two scales is conducted. The quantitative and qualitative analysis of the data is provided. Finally, according to the results of data analysis, some suggestions are put forward to improve the in-service geography teacher’s G-TPACK level.The innovation of this study:From the aspect of theoretical research, the concept TPACK is introduced into geography education research field. And a new framework, G-TPACK, is constructed for middle school geography teachers. From the aspect of practical application, two scales, G-TPACK level measurement scale and the influential factors evaluation scale, are designed to be measurement tools.