A Research On The TK-PCK Structure Of Junior Middle School Mathematics Teachers

As the rapid development and popularization of information technology,the life of human beings are also changed by information technology gradually.Meanwhile,the knowledge structure of teachers need to be transformed meets the society requirements and developments.In 2005,Koehler and Mishra present a knowledge structure named TPACK,which is combined technology knowledge and pedagogical content knowledge.The researches on the TPACK of mathematic teachers around the world are always the main issue during these years.Based on the updated literature search,I find that although there are plenty of researches on the TPACK of mathematic teachers,most of them are discussing the macro level,do mot point out the specific technology knowledge,pedagogical knowledge or content knowledge.This study mainly investigated on the TK and PCK of junior middle school mathematic teachers in D city with the method of questionnaire.And gained the relation between the TK and PCK by correlation analysis.The followings are the conclusions :1.The junior middle school mathematic teachers in D city have strong information awareness.There is no difference in sex,age,teaching experience or teacher type.Teachers possess high level of technology knowledge.There is no difference in sex,teaching experience or teacher type,but there are differences in age,the younger teachers are higher than the older teachers on the level of technology.Teachers have good ability of information and technology application.There is no difference in sex,age,teaching experience or teacher type.2.The junior middle school mathematic teachers in D city have high level of pedagogical content knowledge,no matter in-service school teacher or private tutors.All the tasks they present in the classes are high-level cognitive tasks.3.There is a positive correlation between TK and PCK.The results show that TK have significant explanatory power of PCK,and PCK have significant explanatory power of TK.