Research On The TPACK Of Full-time Education Master Status And Promotion Strategy

Integration Technology subject teaching Knowledge, English full name is Technology Pedagogy and Content Knowledge, abbreviated TPACK. It is the requirements for teachers and education personnel quality in new era, after system, complete and comprehensive integrated and establish the basis of theory or practice. The present study of TPACK, helps education talent effectively and quickly update their own knowledge structure, and also become the teachers' professional development and teacher training in the future of the new reference index. In view of the above, this study used questionnaire investigation, measuring TPACK levels of full-time master of education at the present stage.This study is conducted on the basis of the previous studies and summary, mainly based on the scholars Matthew Koehler and Punya Mishra TPACK framework and gave the meaning of the TPACK clear statement. According to the connotation, framework and authoritative survey, then full-time master of education TPACK questionnaire was designed, measuring full-time master of education in Henan University of reading of the status quo of TPACK. According to the object of study background is different, the difference significance was tested. In view of the data analysis conclusion and explanation, and puts forward strategies of full-time master of education to improve their TPACK level.After investigation, this study research conclusions are as follows:(1) full-time master of education TPACK and the average score of all the partners at average level.(2) due to differences in background, full-time master of education TPACK and its various components on the average show certain differences: different gender, grade, professional full-time master of education TPACK level there is no difference; But in the presence of a line of primary and secondary schools teaching experience, whether participated in "modern education technology" course of study or training, whether cross major earning full-time master of education of full-time master of education TPACK levels have a significant impact. Specifically is, there is a line of primary and secondary schools teaching experience of full-time master of education TPACK levels significantly higher than that without a line of primary and secondary schools teaching experience of full-time master of education; "Modern education technology" associated training experience of full-time master of education TPACK levels significantly higher than that without "modern education technology" associated training experience of full-time master of education; Not cross major examination for graduate student of full-time master of education TPACK levels across the professional examination for graduate students is significantly higher than full-time master of education.(3) full-time education in attitude to recognize and grasp, apply and reflection dimensions, showing a downward trend in sequence, and the attitude dimension there are still a few denial to the technical knowledge and teaching fusion, command is relatively good, reflection ability is the worst.Based on the above research conclusion,this study suggests that from the following three aspects to guide in order to improve the TPACK of full-time master of education. First, guide the four dimensions of TPACK(attitude, command, and reflect on) a balanced development. First of all, the full-time master of education of TPACK attitude; Second, full-time master of education in the learning process guidance solid grasp TPACK knowledge, diligently practice; After practice, strengthen the TPACK reflection. Second, the use of policy guidance and school support, evaluation criteria of TPACK detailed specification. Third, the theory, practice and evaluation of 3 d body, TPACK science development.