Investigation About The Present Situation Of Senior High School Biology Teacher' TPACK And The Improvement Strategies Of The Situation

With the advancement of national basic education informatization,higher requirements are placed on the professional development of teachers.Improving the subject teaching knowledge of teachers' integration technology conforms to the trend of educational reform.It is of great significance to promote the professional development of teachers and promote effective teaching.This research combines the literature method,the questionnaire method,the interview method.Based on the TPACK framework of Mishra and Kohler,the author expounds the connotation of TPACK.According to the connotation and framework of TPACK and the influential questionnaire in this field(pre-service teachers' questionnaire on teaching and technology and K-12 online teacher questionnaire),the high school biology teacher TPACK questionnaire is compiled.Through the test of the reliability and validity of the questionnaire,103 biology teachers in D city high school were investigated by questionnaire to measure the TPACK level of high school biology teachers.The author carries on the descriptive statistical analysis to the collected data,and carries on the significant difference analysis according to the research object demography background difference,carries on the teacher interview according to the existence question,proposes the corresponding promotion strategy.According to the questionnaire data,(1)In general,the TPACK level of senior high school biology teachers belongs to the middle and upper level.(2)The average value of subject content and pedagogical knowledge is greater than that of technical knowledge,which indicates that there is a great room for improvement in the technical knowledge of senior high school biology teachers.(3)The average value of composite knowledge components related to technical knowledge is lower than that of the whole scale,which indicates that the knowledge base of other categories of senior high school biology teachers is better.(4)The attitude of senior high school biology teachers in each knowledge component of TPACK is generally positive.The specific conditions of demographic variables are as follows.(1)Teachers' awareness of learning technology is relatively low,and knowledge related to technology is generally low.(2)There were significant differences in technological knowledge,pedagogical knowledge and pedagogical contentknowledge among teachers of different genders.The male teacher's knowledge of TK was higher than that of female teachers,and the overall average values of PK and PCK of female teachers were slightly higher than that of male teachers.(3)Teachers in different regions have significant differences in four dimensions:technological knowledge,technological content knowledge,technological pedagogical knowledge and technological pedagogical content knowledge.The overall mean value of the four dimensions of teachers' skills in urban schools is significantly higher than that of county and town schools and county-level schools.(4)The teachers at different levels of schools have significant differences in the four dimensions of technological knowledge,technological content knowledge,technological pedagogical knowledge and technological pedagogical content knowledge.The overall mean of the four dimensions related to technology of the teachers in the provincial key schools is obviously higher than that of the ordinary middle schools.(5)There was no significant difference in the seven dimensions related to TPACK among teachers of different teaching ages.(6)The teachers with different academic degrees have significant differences in the four dimensions of technological knowledge,technological content knowledge,technological pedagogical knowledge and technological pedagogical content knowledge.Teachers with higher academic qualifications have higher overall mean values of the four dimensions related to technology.(7)Teachers with different professional titles have significant differences in pedagogical knowledge and pedagogical content knowledge.Teachers with higher professional titles have higher overall mean values in the PK and PCK dimensions.In view of the above problems,the researcher from teachers,schools,policy three aspects of attribution.Teachers are mainly restricted by educational theory and subject to biological class hours.Schools are mainly driven by evaluation methods and lack of infrastructure.The policy aspect is mainly the rigidity of the training mechanism.Based on the above attribution,the researchers believe that the TPACK level of biology teachers in senior high school should be improved from two aspects: teacher self-management and teacher education and training.In the aspect of teachers' self-management,first of all,teachers should enhance their consciousness of autonomous learning and actively participate in technical practice.Secondly,teachers should still understand the latest trends of the subject and deepen the understanding of biology specialty.Finally,teachers should actively participate in teaching and research activities,give play to the strength of the teaching and research group,and strengthen the daily teaching reflection.There is a lot to bedone in teacher education and training.First of all,we should strengthen the construction of the subject resource base and build a rich resource environment.Secondly,we should optimize the curriculum design of pre-service education and promote the perfection of curriculum structure.Third,to improve the effectiveness of teacher training and stimulate the internal motivation of teachers.Finally,we should perfect the fund guarantee system and increase the input and use of the equipment.