Current State And Improvement Of Researches On TPACK

The speedy development of education informatization poses new challenges to teachers' ability of using IT rationally.The TPACK is the complex knowledge of subject knowledge,integrating with teaching knowledge and technical knowledge interaction and high integration.It is a new knowledge that teachers must possess in information society.However,as one of the practical knowledge,the generation and development of TPACK need to be in specific teaching and subject environment.At present,there are increasing researches on the current situation of teachers' TPACK in specific subjects.However,there are few researches on the difference of TPACK among front-line teachers in different professional development stages.Based on the theory of teacher knowledge structure and the professional development theory of teachers,this research explores from both quantitative and qualitative perspectives.Firstly,a questionnaire survey was conducted on 300 elementary mathematics teachers(112were selected as novice teachers,and 140 as expert teachers)for questionnaire survey.In addition,the TPACK level of 252 teachers who meet the above conditions were analyzed with SPSS20.0 software.The seven dimensions of TPACK of the two types of teachers were compared and analyzed.Then,through classroom observation,the analysis of differences between the TPACK levels of the two types of teachers was supplemented.Secondly,through interviews and other methods,we conducted specific and in-depth explorations on the causes of the differences in the TPACK between the two types of teachers.Finally,according to the previous research,the author tries to put forward some countermeasures and suggestions for improving TPACK level of two kinds of teachers.The research indicated that the overall TPACK level of the two types of teachers has not yet reached the ideal level,and there is room for improvement.The effect of information technology on the professional development of primary school mathematics teachers is worthy of attention.Novice teachers have higher levels of TK and TPK than expert teachers.The level of CK,PK,PCK and TCK of expert teachers is higher than that of novice teachers.The main ones are: different views on information technology and different understandings of mathematics and technology;the lack of nature caused by different pre-service educational experiences,the inertial thinking brought about by different teaching experience;influence of pre-service training and “blue and blue twinning” guidance,lack of post-employment training and teaching evaluation;impact of external environment and conditions.For example.the imperfection of the Education Administration to the related work of teacher recruitment;and the limitations of the information technology environment.Synthesized with the characteristics of primary school mathematics teachers,the specific strategies to improve the levels of TPACK are put forward on the basis of comprehensive analysis of the results of the research:(1)update the professional cognition ofteachers,and reasonably handle the relationship between technology and subject teaching.Specifically,school leaders and academic leaders should pay attention to the impact of information technology on mathematics teaching;teachers themselves should dialectically view the impact of education information.(2)Optimize the design of pre-vocational education courses to expand the experience of new-type teacher education,such as the emphasis on basic knowledge and ability related to disciplines,teaching,etc;cultivate the educational information ability of normal students.(3)Enhance self-conscious learning and promote the full development of teachers' knowledge.(4)Set up various forms of learning communities to meet the needs of teachers in different professional development stages.Specifically,the school mathematics teaching and researching group will provide more targeted and perfect guidance for novice teachers.We can focus on the weak links of teachers in different professional development stages,update the content and forms of training as well.What's more,we need establish evaluation mechanism of information technology capability,optimize teachers' teaching evaluation system and so on.(5)To establish a sound external environment and create a good teacher professional development atmosphere.Specific examples include the following points: improving all aspects of the recruitment exam,to provide protection for the construction of the teaching staff;creating a good information technology campus environment,and narrowing the gap between urban and rural schools.