Research On High School Teachers' TPACK

On the basis of Pedagogical Content Knowledge proposed by Shulman, Koehler and Mishra put forward Technological Pedagogical and Content Knowledge(TPACK). Since then,the study of TPACK has been deepening and enriching. TPACK is a necessary knowledge framework for teachers in information technology society. So enriching and promoting TPACK research is the demand for teachers' professional specialization, also is the need of teachers education reform.The main methods which have been used in this paper are questionnaire investigation, literature research and comparative study. The study described and combed the connotation and constituent elements of TPACK. With the reference of TPACK measuring tools at home and abroad, the study developed a survey to measure 205 high school mathematics teachers' TPACK level from seven dimensions in view of onic curve and equation formulation. Data analysis included teachers' TPACK level, teachers'TPACK diversity under different population background, the correlation between seven elements (CK,PK,TK,PCK,TCK,TPK,TPACK) of TPACK, the correlation between different demographic variables and seven elements of TPACK. At the same time, the study presented the application of information technology in practical terms of conic curve and equation according to the teachers' ideas. In accordance with the empirical research conclusions, this paper put forward some suggestions for how to develop TPACK of mathematics teachers.Results suggest that mathematics teachers' TPACK has the following characteristics:(1) The level of teachers' PCK is the highest, the level of teachers' TK is the lowest, and the level of TPACK is of medium. (2) From the perspective of the teaching grade,teachers' TPACK level doesn't exist significant difference. From the perspective of gender, seniority, professional title, education qualification, and the teaching school respect, teachers' TPACK level exists significant difference. (3) The core knowledge TPACK of mathematics teachers has significant correlation with other six factors,especially for TPK and TCK. (4) The level of mathematics teachers' CK, PK,PCK, TPACK depend on the teachers' seniority, professional title, and the teaching school, especially for CK. However, the level of CK, TK, TPACK who has Bachelor's degree are higher than who has Master's degree. (5) High school mathematics teachers point out that information technology plays an important role in enriching teaching methods, obtaining the curriculum resources, enriching the way of study in the teaching of conic curve and equation. In addition, some teachers think that it's suitable to teach the concept of conic, property, dynamic trajectory by The Geometer's Sketchpad.According to the conclusion of investigation and analysis, the study put forward the following countermeasures and Suggestions: (1) Enrich information-based teaching environment, strengthen the technical training and scope. (2) Attaches great importance to the novice teacher's single knowledge training, lays the foundation for cultivating compound knowledge. (3) Pay attention to content and form of training to enhance training effect. (4) Strengthen the construction of teachers' academic community of network, establish TPACK toolkit of mathematics teaching. (5) Strengthen the cooperation of universities and middle school, form a 'mutual model of pre-service teachers and in-service teachers.