| With the development of information technology, new techniques and concepts are incorporated into the field of education constantly, which brings great changes to the cultivation of normal students. It is worth thinking about how to integrate the information technology with the teaching in the future, especially for the normal students as the coming teachers. In the course of cultivating normal students, the ability to integrate information technology with the course serves as the key training orientation. Considering the current teaching environment of kindergarten, informationalized teaching method has occupied a dominant position. Informatization in pre-school education has also been a hot issue of education. TPACK is the basis of how teachers use techniques in teaching, and an effective way to develop normal students' teaching abilities in integrated technologies. This thesis mainly explores the current status of pre-school normal students' TPACK abilities and finds out what factors affect the development of normal students' TPACK.The present study makes an investigation about the current situation and influential factors of preschool normal students' TPACK abilities mainly by means of questionnaires. On the theoretical basis of TPACK, this thesis reviews relevant literatures, refers to measurement codes and scales of previous studies, combines the relatively mature scales to make revisions and finally forms a formal questionnaire to make a random interview and analysis of research subjects.Through the above research work, five major findings can be concluded as follows:(1) the general TPACK ability of normal students is in the medium level;(2) the overall standard of pre-school normal students in technical colleges is better than that in undergraduate college from the knowledge dimension of TK, PK, TPACK.(3)the level of ability in TPACK of preschool normal students with internship experience is better than that of students without internship experience,(4)the TPACK ability level of preschool normal students with the knowledge of Modern Educational Technology is significantly higher than that of students without the knowledge.(5) the knowledge of TK does not contribute to TPACK directly and TPK contributes most to TPACK, followed by the single knowledge dimension of PK, CK.Based on the above research results the author try to from the course system ofpreschool teachers, preschool teachers and students attitude towards TPACK knowledge framework, teaching practice course, developing students TPACK method and the education evaluation has targeted countermeasures and Suggestions are put forward. The author thinks in terms of curriculum system(1) attention to the cultivation of preschool teachers and technical knowledge, targeted to carry out the accord with the characteristics of professional education technical courses.(2) Pay attention to the training students in the special situation of ICT technology choice.(3) To strengthen the students' knowledge in a single dimension of learning. In TPACK knowledge attitude Suggestions from students and teachers, the writer puts forward to cultivate students gain knowledge and learning enthusiasm, training students the active learning of integrating technology into teaching practice. In the teaching practice courses study shows:(1) Should highlight the importance of education practice course, by integrating theory and practice guiding ideology to guide students to carry on the education practice.(2)The emphasis on the important position of microteaching in education practice course. The author thinks that in the development of teacher TPACK method can use the methodology of the development of the technology mapping teacher TPACK. In education evaluation, the author thinks that should perfect the existing education evaluation links, create multiple evaluation mechanism, attach importance to formative assessment. Also stressed in practice curriculum evaluation should emphasize reflection. |
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