Research On The Improvement Of The TPACK Ability Of Online Counseling

In the fifties of the 20 th century, some developed countries in western have stepped in the age of the information with the rapid development of science and technology,like Europe and America. The computer promote so that social development comes gradually. "Khan School" was born in 2007, which has made a great difference in the whole world. There are many new words appear to our life, such as microclass,Mooc and learning online. The internet teaching mode, which uses phone, computers and other online tools, has a great impact on traditional teaching. Learning is no longer confined to traditional classroom teaching mode, one can select a series of e-learning tools during fragmented time to break the constraints of time and space, and makes learning easy and freedom. Under the learning increasingly prevalent social trends, online education and tutoring has also emerged.Based on the Huanggang e-school interactive online tutoring elementary school mathematics teaching conducted a survey research, analysis of the problems and shortcomings derived primary school mathematics teachers online tutoring exist in the process, combined with TPACK theoretical framework summarized as content knowledge,pedagogical knowledge and three technical knowledge. Specifically, the primary school mathematics content should be understand and learning of elementary school syllabus, and the deeply analysis of each part, to find out the key points and difficulties in different content and learning between sections. The teaching knowledge, as the name suggests, is the content that teachers should be in education and teaching methods, techniques and other aspects of elementary school mathematics online tutoring teaching process.Technical knowledge is the use of teachers PPT courseware production capacity,Sketchpad use screen recording software, math knowledge using the formula editing software, computer, etc., use of multimedia, which requires that teachers have very high information literacy, to master high level of technical knowledge.Through interview and questionnaire survey to understand the online school after elementary school mathematics teacher online tutoring ability, in view of the existingproblems, and according to the existing technology and conditions, the related training.Recorded in the training process, through the teaching process of screen playback repeatedly, contrast analysis, find out the teacher online tutoring the main problems existing in the teaching process, and on the ability analysis, and puts forward corresponding practices, improve the capacity in the process of continuous learning,further improve the ability of online tutoring online school teachers TPACK. At the completion of the three ability the ascension of section after the training, according to the characteristics of the elementary school mathematics subject, combining with the different students’ learning needs, to carry on the related TPACK composite practice, improve the capacity to a great extent improve the teaching efficiency and teaching quality of online tutoring. The analytic results show that TPACK theory can be used to improve the theoretical framework of online tutoring teachers’ comprehensive ability, teachers through relevant TPACK ability training, can largely improve the quality of online tutoring, so as to promote further development of online tutoring.