The Research On The Influencing Factors Of The Tpack Knowledge Development Of The High School Information Technology Teachers In The Minority Areas Of Gansu

The wide application of information technology in the field of education and teaching set a higher demand on the teaching of teachers in a new era. It requests teachers have not only the ability for subject teaching and teaching design but also the ability to integrate technology with subject knowledge and teaching knowledge, that is the integration of Technological Pedagogical and Content K nowledge(TPACK knowledge framework for short). TPACK knowledge is developed on the basis of the subject teaching knowledge(PCK) proposed by Schulman. It is a kind of knowledge framework that teachers should possess in the information age. TPACK knowledge, which is formed by the interaction and integration of subject content knowledge(CK), teaching method knowledge(PK) and technical knowledge(TK), must be considered in the process of study. The research has been constantly researched since TPACK was proposed, but the research object is mainly aimed at the teachers in the common areas, while the TPACK research for the teachers in ethnic minority areas is less. Development of teacher TPACK knowledge is influenced by many factors, minority regions because of the specia l geography, tradition and cultural knowledge created special environmental pulse conditions for the development of teacher TPACK. Besides common influencing factors that should be considered in common areas, the influence of special environmental pulse condition also must be considered. In view of this, the research question of the research is: what is the current situation of TPACK knowledge of information technology teachers in minority areas of Gansu? What are the general influencing factors and the special environmental pulse condition of the TPACK development of the information technology teachers in the minority areas of Gansu?The research object of this study is 62 high school information technology teachers selected from the ethnic minority areas of Gansu Province. This study adopts a combination of qualitative and quantitative research methods to analysis and research 62 high school information technology teacher TPACK knowledge status, structure and influencing factors.First of all, use the literature research method to comb the research status on the TPACK at home and abroad, the influencing factors of professional development and teachers' knowledge and the influencing factors of the development of educational informatization in ethnic areas. Secondly, according to the six aspects of TPACK------Leading concept of integrate technology with information technology curriculum, curriculum knowledge of integration technology, students' knowledge of integration technology, teaching strategy knowledge of integration technology, assessing knowledge of integration technology and constructive knowledge of learning environment of information technology, design the questionnaire and connect the interviews to statistics and analysis the current situation of TPACK knowledge of information on technology teachers in high school in ethnic minority areas, knowledge structrue, general influencing factors and special pulse condition.The study reached the following conclusions:(1) The TPACK of high school information technology teachers' in ethnic minority in Gansu is on a lower lever, and averages on every dimission proved imbalance a s for the distribution, especially the weak concept of integration information technology teaching.(2)Teachers in different gender, seniority, professional title and educational history showed some differences in the development of TPACK.(3)From four aspects of the state, school, teacher and student describes the general influencing factors of the TPACK development of information technology teachers in the ethnic minority areas of Gansu. In terms of the national policy, it is the lack of strong guidence and support for information technology and knowledge of TPACK; School leadership, paying little attention to the information technology curriculum is not enough, lacking targeted training of information technology teacher, both t he school hardware facilities and software are not perfect; lacking the assessment of teachers' information technology ability. The teaching ideas is out of fashion, the inadequacy of application ability of information technology teachers is evident, too much daily work for the teachers to do and influence on the development of teacher TPACK affected by different gender, seniority, professional title and educational history. As for students, teachers and students interact, students' enthusiasm and initiative directly affect the enthusiasm and initiative of teachers' in the integration of information technology course;(4) open from the native language of minority areas and information technology curriculum environment and digital resources, the special environmental pulse condition of the TPACK development of information technology teachers in the ethnic minority areas of Gansu is discussed.