Study On The Development And Application Of TPACK Measuring Instrument For Primary And Middle School Teachers

In the era of technology,teacher knowledge,as an important component of teachers' professional quality,faces the challenge of reconstruction.In 2005,Mishra and Koehler of the University of Michigan expanded the PCK model of Shulman,incorporating technical factors into the original model and forming a TPCK model,then in order to facilitate the memory and pronunciation,turned to TPACK.Since 2009,TPACK has aroused domestic concern.In order to promote the deep integration of information technology and teaching,to improve the level of primary and secondary school teachers TPACK level,the Ministry of Education in 2013 launched the "primary and secondary school teachers in the application of information technology capacity to enhance the project"(hereinafter referred to as upgrading project),and in the following year Developed,published the "primary and secondary school teachers in the application of information technology standards(Trial)"(hereinafter referred to as "capacity standards").Although the "ability standard" is to regulate and lead the primary and secondary school teachers in the teaching practice of the application of information technology guidelines,but also around the teacher information technology application capacity training and evaluation of the basic basis for the work,but the "ability standard" is for all primary and secondary schools teachers,there is no specific teaching subjects,technical means and other situational factors,so in specific practice,it can not be directly transformed into the measurement of teachers to improve the application of information technology capacity evaluation scale;and TPACK framework as a teacher's application of technology to the teaching practice is not only for the teachers information technology application ability to enhance the evaluation of the work provided a perspective,but also for the actual evaluation of the methods and tools.In this study,the questionnaire survey method was used to select the wisdom education teachers of 29 schools in Zhejiang Province to develop the wisdom education teachers' TPACK level measurement questionnaire.Compares the level of teachers TPACK level in gender,age,disciplines,the grade of teaching and the differences in teaching age,and the development mechanism and conditions of TPACK are put forward according to the analysis results of teachers TPACK level,and then the suggestions of developing teachers TPACK level are put forward.