Research On TPACK Capability Of Primary School Mathematics Teachers In Xian'an District

Technological Pedagogical and Content Knowledge(abbreviated as TPACK)is a theoretical system,and it's established after a systematic and comprehensive synthesis of all kinds of knowledge that teachers should possess in the new period.Research on teachers TPACK capability can help teachers to update their knowledge structure quickly and effectively,and can quickly integrate into society.Not only,our country had also proposed the standards for teachers' ability.For that,this study focused on mathematics teachers at the primary school in Xian'an District,with the aid of questionnaire surveys and the activity of "One Division One Excellent Course" in the national basic public resource service platform.Through research the teaching design and video of teachers on the platform,analyze the TPACK ability of primary school mathematics teachers in Xian'an District at present status,and then comparative analysis the difference between teachers and teachers in schools,between schools in schools,and between towns and towns in Xian'an District.Based on the summarization of existing studies,this study as the theoretical basis about the framework of Matthew Koehler and Punya Mishra's TPACK,according to its connotation,framework and more influential measurement questionnaires in the field(such as" Pre-service teachers' teaching and technical knowledge questionnaire"),designed<Questionnaire for Disciplinary Teaching(TPACK)for Integration of Primary School Mathematics Teachers in Xianan District>;based on the evaluation of teachers' artificial products designed by Koehler and Mishra et al.,designed<the Code for the Design of Mathematics Design for Primary School Mathematics Teachers in Xian'an District>;based on the qualitative measurement method used by Niess et al.in measuring the TPACK ability of pre-service teachers,designed<the Classroom Observation Record Table for Primary Mathematics Teachers in Xian'an District>,used these three evaluation methods and to investigate the TPACK ability of mathematics teachers in 10 primary schools in 5 towns in Xian'an District.Finally,based on the analysis of the results of measurement data,compared the differences between teachers and teachers in schools,among schools in schools t,and in towns and towns in Xian'an District.The research findings of this study are as follows:(1)The age structure of mathematics teachers in primary schools in Xian'an District appears to be ageing,which is not conducive to the development of teachers' structural team and the development of students;(2)Teachers' age,educational background,teaching age,and the number of participating in"Upload class video" had no significant effect on teacher TPACK ability;(3)Primary school teachers in Xian'an District scored low on TK,TPK,TCK,and TPACK in teaching design,and there is much room for improvement;(4)There is no significant difference between teachers and teachers,school-to-school,and town-to-town mathematics teachers in primary school mathematics teachers in Xian'an District;(5)The ability of teachers to apply TPACK to practical teaching is moderate,and there is no significant difference between teachers and teachers,between schools and schools,and between towns and towns.Based on the above findings,this study believes that improved the level of TPACK ability of primary school mathematics teachers should from the following three aspects:first,the education management department should build a good team of teachers and build quality resources for teachers to learn and use;second,schools should give better incentives to motivate teachers,especially older teachers;finally,starting from the teachers themselves,teachers should actively study and practice,and more should strengthen the reflection on teaching.