Investigation And Analysis Of The Status Of Middle School Chemistry Teachers’ TPACK In Urumqi Area

Education contains a lot of information dissemination, processing, organization, storage and expression, Informatization of education has the features of wealthy of information resources,the non-linear presentation of information, openness of time and space,a wide range of interactive.It has brought a revolution to education, and puts forward higher requirements on the teachers’ information technology literacy. Technological Pedagogical Content Knowledge,(referred TPACK), by content knowledge, pedagogics, technology, three types of knowledge interaction, Subject technology into the teaching form of knowledge.It is the new intellectual framework which the information age teachers should have.This study on the basis of combing TPACK literature, selected the middle school chemistry teachers in Urumqi as the object, adopted the combination of quantitative research and qualitative research as the research methods, aimed at understanding the overall level of the Urumqi middle school chemistry teachers’ TPACK, the differences of each factor in demographic variables,and The differences between novice teachers and expert teachers.Based on the reference of existing research questionnaire, revised the tools in this study, and verify that it has higher reliability and validity. Questionnaire survey was conducted to 278 middle school chemistry teachers,used SPSS21.0 questionnaire data were analyzed, and then,selected two chemical novice teachers and two expert teachers for case study. Research indicates: First, the overall level of the Urumqi middle school chemistry teachers’ TPACK is higher, have the right conception however, due to the lack of integration of teaching technical knowledge,restricted its ability to harness information technology;the level of the knowledge of students understanding and misunderstanding is highest, the level of the teaching strategies and teaching presents knowledge is second, the level of the curriculum resources and curriculum organization knowledge is third, the level of evaluation knowledge is the lowest. Second, the level of the middle school chemistry teachers’ TPACK knowledge was no significant difference in gender, ethnicity, education; the TPACK knowledge of the teachers’ teaching experience for 6 to 15 years and 16--25 years is significant growth and higher than the teachers who has 0--3 years 4--5 years and more than 26 years teaching experience; the title of level 1 and senior teachers’ TPACK knowledge level is higher than the early hires teachers and secondary teachers’; the knowledge of students understanding and misunderstanding and evaluation of the ninth grade chemistry teacher was significantly higher than middle school chemistry teacher;the teachers from the autonomous region, municipality and other school have a higher level of TPACK than the teachers from county school. Third, in each dimension of TPACK, expert chemistry teachers were higher than novice chemistry teachers, and in the integration of information technology in chemistry teaching, expert chemistry teachers are more concerned about the dominant position of students, pay more attention to cultivate the students’ thinking and learning ability, attaches great importance to the informationization teaching resources construction and development.Finally, based on the conclusions of this study, the author attempts to put forward some countermeasures to the development of middle school chemistry teachers’ TPACK:(1)transform the contents and patterns of teacher training, improve teachers’ information technology application ability;(2) Encourage young teachers and experienced teachers to form companionships, have complementary advantages to promote common development;(3) To strengthen the construction of weak school faculty, bridging the "digital divide" between the teachers;(4) Emphasis on chemistry teaching resources construction and management, improve the quality of resources and effective utilization;(5) Attaches great importance to the normal training, improve their ability of information technology education.