A Comparative Study Of The Current Situation Of Mathematics Teacher Students And In-service Teachers TPACK

With the continuous development of educational information,China’s educational information process,from the emphasis on hardware infrastructure and software resources’ construction in the initial stage,and gradually into the emphasis on technological applications,especially in the teaching process of technological applications stage.In order to meet the requirements of curriculum standards and the development of the times,the researchers put forward the technological pedagogical content knowledge,namely TPACK.It is the product of the sustainable development of educational information,is a new field of teacher knowledge research,and is the basis for teachers to use technology for quality teaching.In order to find out the difference between the mathematical normal students and the in-service teachers,this paper analyzes the status quo of the teachers and students by means of questionnaires,classroom observation and interviews.This paper is based on the comparison between normal and in-service teachers knowledge of the status quo,hoping for the normal students and in-service teacher TPACK’s development help.The content of the paper is divided into six chapters.The first chapter is based on the demand of information technology and the requirement of teachers’ information technological application ability at the new curriculum reform,and introduces the research background,research purpose and significance,as well as research contents and methods.The second chapter mainly introduces the concept of TPACK and the theoretical framework,summarizes the research status of TPACK at home and abroad,and elaborates the research status of the combination of mathematics and TPACK.At the same time,it introduces the measurement method and evaluation standard of TPACK.The third chapter investigates the status quo of mathematics normal students and in-service teachers by means of questionnaires.The reliability and validity of the questionnaire are analyzed by pre-survey,and the questionnaire is established.Then the formal questionnaires are distributed to the normal students and the teachers in question.By analyzing the questionnaire data,the difference between the mathematics teachers and the teachers in the current situation is analyzed from the horizontal and vertical aspects.In the fourth chapter,I use the classroom observation method.Selecting a math normal student and an in-service teacher in the collected questionnaires,analyze and compare the difference between the two teaching process at the classroom teaching process.In order to better understand the two teachers on TPACK,the integration of technological teaching knowledge of them were interviewed after school.Chapter 5 discuss with the conclusions of the study and makes recommendations.Through the analysis of questionnaire and case study,we can find that there are differences in the level of TPACK between normal students and in-service teachers,which the differences in information technology knowledge are small,and the main gap is the knowledge of mathematical content and teaching method.For in-service teachers,although they have a wealth of discipline teaching knowledge,in technological knowledge has yet to be improved.According to the study,respectively,for the math normal students and in-service teachers put forward some suggestions to improve their own TPACK development.Chapter 6 summarizes the shortcomings of this paper and puts forward the prospect of future research.