A Comparative Study Of TPACK Between Mathematics Teachers Of Middle School And Mathematics Normal Students

Internet and education has effectively promoted the mathematical education technology into mathematical teaching.A hot topic of mathematical education research is how to develop mathematical teachers'TPACK(Technological Pedagogical Content Knowledge).The development of teachers'TPACK is influenced by regional influence.So it is helpful to find out the teaching strategies and methods of developing the mathematical teachers' TPACK by exploring the difference of TPACK between mathematical teachers and mathematical normal students.Therefore,it is necessary to explore the differences between the status and the influencing factors of pre-service mathematical normal students and post-service mathematics teachers'TPACK.It can provide some theoretical and practical sense for the development of mathematics teachers' TPACK.In this thesis,the author first review the development of teachers' knowledge structure,the formulation and development of TPACK framework,TPACK measurement method,teachers'TPACK development strategy and domestic related research about TPACK.Then,the measurement tool is proposed,which is used to survey the mathematical teachers and normal students' TPACK.Questionnaire,case interviews and comparative analysis are conducted and the following conclusions were found:(1)The technical knowledge dimension of middle school mathematics teachers and mathematical normal students is relatively low,and their technical knowledge is relatively weak.(2)There is no significant difference of normal students and in service teachers in technical knowledge.But other parts of the teachers' level are higher than normal students.Finally,according to the survey results,theoretical speculation and experience,author summed up the basic strategies for the development of secondary school mathematics teachers'TPACK:(1)Changing ideas,to be an expert mathematics teacher;(2)To improve teacher education mechanism,reasonable integration of education resources;(3)Reform models of talents in colleges and universities,for teachers to provide sufficient study time;(4)To build a harmonious environment,promoting teachers' professional development.The mathematical normal students' TPACK development strategies are:(1)Change ideas and improve the teachers' professional knowledge structure;(2)To improve the information technology course,improve the students' ability to use technology;(3)Strengthen professional learning,and constantly improve the students' professional knowledge system;(4)Enhance combining theory and practice,and constantly improve math practice ability of students.