Research On The Status And Improving Strategies Of Middle School Information Technology Teachers' TPACK

In the case of the rapid development of technology,the impact of technology on education is also deepened.The application level of teachers to technology will directly affect the teaching effect,and also will affect the level of the development of education information.In this context,TPACK(Technological Pedagogical Content Knowledge)emerges as the times require,and provides a knowledge framework for teachers to integrate technology in teaching under the information environment.The TPACK level of teachers is the ability of teachers to dynamically integrate three kinds of knowledge of technology,discipline and pedagogy,that is,the ability of teachers to integrate technology into teaching.Developing teachers' TPACK is bound to enhance teachers' ability to use technology to teach,thus helping teachers achieve professional development faster.For the development of this discipline and the professional development of teachers themselves,the TPACK level of the information technology teachers is particularly important.Therefore,how to measure the TPACK level of information technology teachers,and putting forward strategies and measures to further enhance the TPACK level of information technology teachers according to the existing level become the focus of research.Taking the middle school information technology teachers as the investigation object,this study aims to understand the current TPACK level of information technology teachers in secondary schools.And on this basis,this study puts forward effective strategies and measures to improve TPACK level of information technology teachers in secondary schools.There are seven chapters in the study.The first chapter mainly introduces the research background,main problems of research,research meaning,research methods and research roadmap.The second chapter is the literature review of the related researches at home and abroad,focusing on the development of TPACK at home and abroad,especially the evaluation method and upgrading path of TPACK level,which has also explored the importance of TPACK in promoting teachers' professional development at the same time.The third chapter is the design and adaptation of measuring tools,which forms a questionnaire for measuring the TPACK level of middle school information technology teachers,and investigates the overall level of TPACK of middle school information technology teachers.The fourth chapter is instructional video based on information technology teachers in secondary schools,which uses the TPACK coding system to code the video,and uses Nvivo software to analyze the teaching video to understand the TPACK level of the information technology teachers in the real teaching situation.The fifth chapter mainly adopts the interview method to conduct in-depth interviews with information technology teachers in middle schools to understand the current situation and causes of TPACK.The sixth chapter is the summary and analysis of the previous questionnaire survey,video analysis and interview results,which puts forward strategies and measures to enhance TPACK level of information technology teachers.The seventh chapter is the summary and Prospect of this research,which focuses on summarizing and sorting out the research so as to find out the deficiencies and future research directions.