Study On The Cultivation Of TPACK Ability Of Geography Teachers College Students

Education on the road of Chinese dream to achieve the great rejuvenation of the Chinese nation plays a mainstay role, so in the rapid updating of information technology today, education should advance with the times. As an important participant in the cause of education, teachers should have what knowledge and ability to cope with the rapid development of information technology, or say, today's education development of teachers' knowledge and ability to put what? In 2005, American scholar Koehler and Mishra proposed TPACK(Technological Pedagogical Content Knowledge) based on the Shulman's PCK(Pedagogical Content Knowledge).Beginning in 2005, scholars at home and abroad have carried out a large number of theoretical and practical research on TPACK. Through the study, we agree that: the teacher's level of TPACK is the ability of teachers in the future; and the research on TPACK will be beneficial to improve the ability of teachers to master and apply the information technology.TPACK framework consists of three core elements, that of CK(Content Knowledge), PK(Pedagogical Knowledge) and TK(Technological Knowledge); four composite elements, namely:PCK,TCK(Technological Content Knowledge), TPK(Technological Pedagogical Knowledge), TPACK. Each element is independent and connected with each other, and loose coupling to form a whole, and the whole frame is in a state of dynamic equilibrium.Geography teacher student as the future geography teachers must have the knowledge of TPACK.What is the situation of the students of the University of Henan province to master the knowledge of TPACK? This study in Colleges and universities in Henan Province as an example, the questionnaire survey method, interview method, literature method, mathematical statistics and other research methods of TPACK level of Henan Province geography of normal school students and ways of training to do the research, which survey data acquisition mainly used the questionnaire survey. Data acquisition in order to achieve a wide range of subjects, in order to get more data, the results of the measurement can be more representative of the current Henan Province, the normal university students in the TPACK level. The effective questionnaires were as follows:64 people in Xuchang University,21 people in Henan University,88 people in Nanyang Normal University, 57 people in Xinyang Normal University, 88 people in Anyang Normal University, and 28 people in Shangqiu Normal University.The TPACK level measurement tool of geography students for five point Likert scales. The scale is in the Schmidt scale based on the reference to the Singapore scholars Chai, Archambault and Crippen scale, and Zhanyi of mathematics normal students TPACK measurement table, combined with the characteristics of the subject of geography design. The questionnaire is processed mainly through the SPSS19.0 software to analyze the data, the basic reliability, validity test, descriptive statistical analysis,correlation analysis, regression analysis and so on.Through the analysis of the data found the following problems:(1) Henan province geography students TPACK level need to be improved, from the sampling data, geography students average TPACK level was 3.59, from the point of view of scores in the middle level, but compared with the score of 5 points,also has the very big promotion space in the TPACK framework of geographical knowledge;(2) normal students, various factors such as uneven development, technical knowledge of geography students is at a low level, only 3.07 points;(3) the correlation analysis, TPACK level and PK level of geography teacher student relationship phase the maximum number of TPACK, in the independent variable of the linear regression analysis to each factor for PK, the largest contribution rate. Therefore, the improvement of the TPACK level of the geography teachers college students from the beginning of the solid teaching method.According to the above problems, the research on influence of constructivism, starting from the angle of geography students, the following suggestions on how to improve the geography students raised TPACK levels:(1)to strengthen education training based development of geography students in TPACK,including three points, first, geography teachers should seize the opportunity to actively in the teaching practice; secondly, geography teachers must have the courage to break their own rich experience in educational probation again; geography teachers should actively face, cherish education internship opportunities;(2)strengthen the direct learning of various dimensions, including three suggestions, first is the geography teachers can learn TPACK theory; secondly geography teachers should pay attention to technical knowledge(TK) study; finally, geography teachers should strengthen the knowledge teaching method(PK) as a basis for development of various dimensions of knowledge ability.This research is innovative in the field of research and research tools. In the research field, the TPACK preservice teacher development research specific to geography; in research tool, based on the research in home and abroad TPACK scale design for a geography teacher TPACK level measurement table.Hope that can promote the normal students from the professional development of the point of view, improve their ability to TPACK, to meet the requirements of the era of information technology and changes.