Analyse And Measure Of Xinjiang Higher School Teachers’ TPACK And Its Policies

The development of information technology represented by the Internet,increasingly changed people’s way of life and working way, improve the ability of people to know the world and creat the world. Also bring huge opportunities and challenges to the development of education, such as the Internet technology, the emergence of cloud computing technology, not only makes on the teaching contents,text, sound, image, and make the rapid transmission and exchange of teaching content,the network distance education. However, the impact of information technology in education teaching relative to information technology’s influence on people work life style has obvious lag. The reason is complex, but there is a factor of influence cannot be ignored, how the teachers in the rational use of information technology in teaching,how to integrate information technology and teaching content and way of reasonable integration, to maximize the teaching effect, is one of the important subjects facing the education technology researchers. At the same time, the college teachers’ information technology ability in the information age, especially the integration of information technology disciplines teaching knowledge and ability is one of the basic qualification for teachers in colleges and universities. Integration of subject teaching knowledge(TPACK) is a set of knowledge of college teachers’ professional development in line with the information technology age system. In order to understand the xinjiang university teachers TPACK situation, this study chose the urumqi five representative universities to carry out the status quo of the research.This study first of all, the connotation of the domestic and foreign research TPACK evaluating teachers TPACK method and promotion strategies and relevant literature, collecting, sorting and analysis, found from the research object, research methods and research contents for research there is still a further space of TPACK;Secondly, according to the internal elements of TPACK and the characteristics of university teachers in xinjiang, compiled the teacher TPACK assessment scale of colleges and universities in xinjiang, urumqi five selected universities teacher evaluation, the assessment data collecting, sorting and analysis, finally found the research object of TPACK various elements of the cognitive level is low, however,various elements of TPACK cognition into practical knowledge in the field of professional teaching ability is relatively lack; Again, using the methods of correlation and regression analysis, the influence of teachers in colleges TPACK college information technology training and classroom teaching evaluation are analyzed;Finally, based on the above research results, to raising the level of TPACK in xinjiang university teachers some Suggestions are put forward。The research results of this study in theoretical sense, further enrich the theory of study of college education informationization; On the practical value, this research could promote the sustainable development of the teachers’ professional and improve the students’ ability to use information technology.