A Study On The Situation And Countermeasures Of The TPACK Of The Geography Teachers In Senior High School In Guangxi

The fundamental task of fostering integrity and promoting all-round development of people and the mode of the Internet and Education was carried out,making the educational informatization become the main direction of Chinese education reform.At the same time,it also puts forward higher requirements for teachers' information literacy and the ability of information technology to integrate into the subject teaching.American scholars Matthew J.Koehler and Punya Mishra proposed the theoretical framework of Technology Pedagogy and Content Knowledge,or TPACK for short.It is a new form of knowledge,which mixes subject content,teaching method and technology.It is also the core part of teachers' professional knowledge.Therefore,it has attracted much attention in the field of Educational Research.It is so great significant to study the TPACK level and characteristics of the geography teachers in senior high school,because the characteristics of high school geography and the particularity of the content make Information Technology important in the teaching of geography.The purpose of this study is to understand the current situation of Technology Pedagogy and Content Knowledge of the Geography Teachers in Senior High School in Guangxi.To explore the TPACK level on average of geography teachers in senior high school in Guangxi and analyze its characteristics and differences.Find out the problems and analyze the causes.Finally,the paper puts forward some countermeasures to promote the development of TPACK of the Geography Teachers in Senior High School in Guangxi.In this study,the quantitative and qualitative research methods were mixes to study the above problems.So,in the process of investigation,the method of literature research,questionnaire survey,case analysis and interview were adopted.This research mainly has the following several parts:The first part:Introducing the research background,clarifying the meaning of the research,researching questions and content,formulating the research ideas and frameworks and defining the relevant concepts.The second part:Based on the domestic and foreign present research situation,elaborating TPACK's concept,sketch and appraisal method,and giving a commentary on the literature on this foundation.The third part:Conducting the investigation on the current situation and characteristics of geography teachers of TPACK in high school in Guangxi by quantitative research method.Explaining the design and process of the questionnaire,the reliability and validity of the questionnaire,and the results of the survey.The analysis of the results of the survey is divided into two aspects:On the one hand,giving the general descriptive statistical analysis:Statistical analysis has been used for the basic information and the data of the self rating scale,which include the overall level of the TPACK and the seven dimensions of knowledge level score and score distribution.On the other hand,giving the analysis of the difference of TPACK in demographic background.In addition,we also analyze the development characteristics of TPACK under different demographic background.The fourth part:Use the qualitative research method as a case study and analysis of teacher 's TPACK.This paper makes a comparative analysis of the teacher's teaching design,and discuss the application and clarity of the TPACK in the preset stage of teaching in the teaching practice.And compare the differences and shortcomings of the two types of teachers in the teaching practice of TPACK by interviewing expert teachers and novice teachers.The fifth part:To summarize the existing problems and put forward countermeasures.Combined with the results and conclusions of the previous analysis,we found that there are several problems in the TPACK of geography teacher in Senior school in Guangxi:(1)Teachers'technology application and innovation ability is poor;(2)Teachers pay insufficient attention to the integration of TPACK dimensions;(3)The level of teacher's TPACK integration tends to be low;(4)Teachers ignore the development and construction of resources and the main position of student;(5)The TPACK level of teachers in different career stages is not balanced.(6)The content of teacher post training is not complete.The author makes a further analysis of the causes of the problem,and puts forward the countermeasures of developing teacher TPACK from different angles.First,in the management of teachers,they can improve the level of teaching knowledge of integrated technology through following aspects as the direction of efforts:(1)Renew teaching ideas and strengthening information technology learning;(2)Establish relevant evaluation standards to strengthen the integration consciousness;(3)Integra TPACK into daily teaching practice in order to improve the ability of integration.Moreover,the education departments and schools can strengthen management from the following aspects:(1)Optimize the allocation of educational resources and construct the platform of high quality teaching resources;(2)Establish incentive mechanism to promote the development of teachers' TPACK;(3)Encouraging mutual development of teachers to achieve complementary advantages.Finally,the training of teachers can be improved from the following aspects:(1)The training content should emphasize the integration of technology and subject teaching;(2)According to different disciplines and different levels to develop training content system;(3)Implementing diverse forms and methods of training;(4)Setting up the "Trinity" evaluation system.There are still some deficiencies in this study because of limited time and ability.However,the author hopes that the conclusions and countermeasures can promote the development of the geography teachers in Guangxi.