The Research On The Current Situation Of Technological Pedagogical Content Knowledge In Senior High School Biology Teachers

With the rapid development of modern information technology and its wide application,human beings are stepping into the information society.The information-based social environment has accelerated the process of education information,and teachers are faced with the challenge of integrating technical knowledge into their own professional knowledge structure.In this context,the American scholar Punya Mishra and Matthew J.Koehler first put forward a new concept in 2005--Technological Pedagogical Content Knowledge(TPACK).Since the introduction of TPACK by Mishra and Koehler,this concept has attracted wide attention from many foreign scholars and has become a hot topic in the field of teacher education.Biology is a discipline with strong applicability to explore biological morphology and physiological characteristics.The level of technological pedagogical content knowledge of biology teachers determines the ability to use technology to teach.Therefore,the study on the basis of the existing research,integrating the quantitative research and qualitative research,researches the current situation of technological pedagogical content knowledge(TPACK)of high school biology teachers,to understand the TPACK level of high school biology teachers and the TPACK level difference of different stages of professional development of high school biology teachers.The paper is divided into five parts:The first chapter is an introduction,which introduces the research background,research status,research purpose and significance,research methods and ideas.The second chapter is the literature review,mainly from three aspects of the concept of TPACK research,teacher education in the TPACK research,teacher professional development stage.The third chapter is the research design and implementation,including the design and implementation of the questionnaire survey and the design and implementation of the interview in two aspects.The questionnaire is mainly designed from seven dimensions of TPACK,and the interview outline is designed from four dimensions: content knowledge,pedagogical knowledge,technological knowledge and technological pedagogical content knowledge.The fourth chapter is the research results and discussion,through the detailed analysis of questionnaire survey data and interview content,discusses the TPACK status of high school biology teachers.The fifth chapter is the conclusion and suggestion,the conclusions of this study are as follows: from the overall of technological pedagogical content knowledge(TPACK),the TPACK level of the whole high school biology teachers is in the middle;from the seven dimensions of TPACK,high school biology teachers in seven dimensions of the level from high to low is content knowledge(CK),pedagogical knowledge(PK),pedagogical content knowledge(PCK),technology knowledge(TK),technological content knowledge(TCK),technological pedagogical knowledge(TPK),technological pedagogical content knowledge(TPACK);from the view of the gender,male and female teachers of high school biology teachers are in the medium level and female teachers' level is relatively high;from the perspective of professional development,the overall level of TPACK in different stages of the professional development of high school biology teachers from high to low is proficient stage,competency stage,expert staget,novice stage;there are significant differences in the seven dimensions of TPACK between teachers in different stages of professional development.According to the conclusion of the research,this study put forward some suggestions on how to improve the level of TPACK in the high school biology teachers from the teachers themselves and the school level and the national level,helping to improve the technological pedagogical content knowledge of high school biology teachers,and to improve the education and teaching quality.