The Research On Present Situation And The Influences Of TPACK Of Chemistry Teachers In Senior Middle School

The 21st century is the information age, the rapid development of information technology has promoted the process of educational informationization, and has an important influence on the field of education, puts forward higher requirements to the professional development of teachers as well. Thus, the ability of using information technology has gradually become the necessary professional competence of teachers in the modern society. In 2005, it was the first time that the American scholar Punya Mishra and Matthew Koehler took the technological knowledge into the teachers’ knowledge structure, and proposed concept of "Technology Pedagogy and Content Knowledge", referred "TPACK" at the same time. TPACK is the core of teachers’ professional knowledge in the information age, and it is also the basement of knowledge that teachers can use it to teach effectively, which can exert a direct impact on the development of teachers’capabilities of applying information technology. Chemistry is a significant subject in general education. The using of information technology has a profound impact on all aspects of goals of chemical education, contents of chemistry course, methods of chemistry teaching and learning. The level of chemistry teachers’ TPACK not only determines their ability of using information technology in chemistry teaching, but also directly affects the realization of chemistry goals.The research question of this paper is as follows:1. The preparation of "Questionnaire of Chemistry Teachers’ TPACK in Senior Middle School" is based on the analysis of the literature and the preliminary interviews. And then verify its validity and reliability.2. How are the status and characteristics of chemistry teachers’TPACK? 3. What are the factors that affecting the development of chemistry teachers’TPACK? 4. Propose some targeted and feasible promotion strategies just based on the different development of chemistry teachers’ TPACK.There are five parts in the study. Part Ⅰ is introduction. It mainly explained research ideas, content, meaning, questions, methods and design. Part Ⅱ is the literature review, interpreted the core concepts of "Pedagogy Content Knowledge", "Technology Pedagogy and Content Knowledge" and so on. And this paper also elaborates the study related domestic research and foreign research. Part Ⅲ is the questionnaire preparation and implementation of this study. Based on the theoretical framework of TPACK, questionnaire for measuring the object of a line of high school teachers. The survey content includes the situations of TK, CK, PK, PCK, TCK, TPK, TPACK. And The questionnaire modified by prediction and analysis of its internal consistency, structure validity. Part IV is the case research of this study. To know the situation and the effection of chemistry teachers’TPACK by viewing the two lessons and recording and analysing the statistics with interview. And Part V is the summary and the revelation, which includs the research conclusion, suggestion, dficiency, prospect and innovation.The research conclusions of this paper are as follows:1. The questionnaire of chemistry teachers’TPACK is in good reliability and validity. The Cronbach’s a of questionnaire overall dimensions is between 0.810 and 0.954, especially the overall Cronbach’s a is 0.954, which indicates that the questionnaire is in highly reliable. And the result of "KMO and Bartlett’s test" is 0.879 which is between 0.8 and 0.9, indicates that the questionnaire is in good correlation, that is suitable for factor analysis. And the results of exploratory factor analysis are good, so the questions are not deleted finally.2. The overall average of chemistry teachers’TPACK is 3.02 points (out of 5), which is above average level, indicates that it is a wide room for improvement. As a whole, The score that chemistry teachers get in a single element of knowledge is significantly higher than in the composite element of knowledge. The results indicate that chemistry teachers are interested in learning Technological Knowledge, but they are lack of confidence.And they generally think that the Technological Knowledge is just aided tool, instead of really putting content knowledge, pedagogy knowledge and technology knowledge together.3. The results of research indicate that the level of chemistry teachers’TPACK appears significant difference in different seniority, competent for phase and teacher training, but not in different gender, region of school, grade of school, the highest education, professional title, grade of class.The study exerts an effect on chemistry teachers’ professional development as well as national education and training sector. High school chemistry teachers should be devoted to chemistry learning, actively participate in practice and establish their consciousness to improve their level of TPACK and professional development. In addition, the national education and training departments should improve education and training mode, build a good environment of technological education and put the ability of integrating information technology into the teaching evaluation criteria, which can effectively improve the ability of using information technology to teach and really promote the professional development of chemistry teachers.