The Research Of Mathematics On The TPACK Level Of Junior High School Mathematics Teachers

With the innovation of the new curriculum, the professional knowledge structure of the teachers’ under the information age has drawn people’s attention. Therefore, the concept of integrated technology teaching knowledge (TPACK) came into being, it also provides a new way for the integration of technology in the knowledge structure.Based on the knowledge structure of teachers’ as well as connotation and basis of the teachers’ teaching knowledge (PCK), this work combs the existing research results of TPACK, and investigates the status of junior high school mathematics teachers for the specific content of acute angle trigonometric funcrtion correspondingly in terms of 3 problems. (1) Based on the literature research, the questionnaire survey can be used for the junior high school mathematics teachers on their own integration of the subject of self-evaluation of teaching knowledge. (2) The preliminary understanding of junior high school mathematics teachers in the practice of TPACK level and self-evaluation can be achieved via the questionnaire results. (3) Based on the analysis of the survey, the differences in the overall status of TPACK and the differences in the level of each factor can be analyzed from seven dimensions to understand the difference and correlation between teachers’ TPACK level. (4) According to the result, the strategy for the TPACK level of the junior high school mathematics teachers.Thus, the author utilizes the methods of the literature research, questionnaires and interviews. According to SPSS22.0 statistical software, the conclusions are drawn by the mean analysis, difference analysis and correlation analyses for the teachers’ professional knowledge structure and effect from the vertical and horizontal directions. (1) According to the basic information, the results show that the junior high school mathematics teachers age is generally getting older, which is mostly in urban areas, especially for the teachers with the specialist education. (2) According to the comparison of mean and the difference, we can see that the knowledge level of knowledge and teaching method is closely related to its accumulated experience. However, the low level of knowledge, lack of technical knowledge, and the integration of obstacles are the main factors influencing the level of TPACK of junior high school mathematics teachers. According to the results of the overall analysis, TPACK level can be mainly affected by the level of technical knowledge TK. (3) According to the qualitative research, although the most information technology teachers have systematic training and theoretical practice, and used frequently,the level of TPACK still needs to be improved, mainly in the actual teaching and information technology integration.Finally, according to the conclusion of the survey results, the author puts forward the following suggestions on strengthening the teachers ’own construction and building ich information resource environment: (1) Strengthen the teachers’ information technology consciousness. (2) Broaden the development of teachers TPACK approach.(3) Cultivate teachers’ conscious reflection. (4) Speed up the pace of information technology. (5) Reform the form and content of teacher training. ( 6) The construction of school digital teaching environment evaluation system.