Survey Of The Middle School Math Teachers' TPACK

In the era of sustainable development of information technology, network teaching has become the way of teaching that the network generation teachers must master.Improving teachers' integration of Technological Pedagogical Content Knowledge TPACK became the urgent requirement of teacher education reform. Junior middle school mathematics is the important subject of the learning phase, in order to further improve the primary and secondary school teachers' ability of technological information application. In 2013, the ministry of education in our country began the project of national primary and secondary school teachers' information technology application ability promotion, and formulated The Primary^ and Secondary School Teachers'Information Technology Application Ability Standard ( Try Out) to guide the implementation of the project in 2014 . TPACK status of mathematics teachers has becaming the focus of the world. Based on the plane figure of the junior middle school mathematics transform as a starting point, I carry out the investigation of present situation of mathematics teacher TPACK.This research compiled questionnaires by looking at data, using both print and electronic forms to gather data. Inviting part of junior middle school mathematics teachers to fill.In total ,188 effective questionnaires were taken back, and will use statistical software SPSS22.0 to analyze data.In this paper, the main conclusions are as follows: (1) China's junior high school mathematics teachers in the graphic graphics transformation of the TPACK knowledge level is in the middle level. PCK, PK, CK is above the overall level, TPK, TCK, TPACK,TK is below the overall level. TPACK> TCK> TPCK> TK. The level of teaching knowledge is the highest, and the technical knowledge is the worst. (2) China's junior high school mathematics teacher graphic transformation teaching TPACK in gender,education, grade, education, there is no significant difference;(3) Junior high school mathematics teacher graphic transformation teaching TPACK in the title?the job area there are significant differences; (4) 7 dimension of Junior high school mathematics teacher graphic transformation teaching TPACK have different degrees of difference in gender, teaching age, title, inaugural area, grade, education; (5)Through the correlation analysis, CK, TK, PK, PCK, TPK, TCK, TPACK have significant correlation; (6) TK?PK?CK?PCK?TPK?TCK have different degrees of influence on TPACK.According to the analysis of the status of the investigation, there are the some recommendations: (1) Strengthening the consciousness of using information technology;(2)Update education idea; (3) training TPACK ability of math; (4) training TPACK ability of different teaching year;(5) Optimize the environment of information resources...