Research On The Blended Training Of Primary And Secondary School Tearcher's ICT Competency From The Perspective Of TPACK

Nowadays,as science and technology are developing rapidly day by day,technological innovation and information updating have been the daily activities of society informationization.In the field of education,the expansion of informatization promotes educational reform and innovative learning ceaselessly,and accelerates the pace of educational modernization.As an important factor of educational system and teaching link,teachers and their ICT competency are of great necessity in educational informationization system.Educational informatization 2.0 sets clear requirements for teachers' abilities,including “improve teachers' information literacy”,“motivate teachers to adapt to new technological changes actively”,and “promote teachers to update their concepts,rebuild their roles,improve their literacy,and enhance their abilities.” Under the development pattern of pursuing change and innovation and the social environment of active initiative,China has vigorously carried out various levels of teacher's ICT competency improvement programs such as national training,provincial training,municipal training and school-based training,and generated a large number of innovative achievements and proposed a variety of effective measures.However,based on the predecessors' theoretical framework and practical path,it was found that there existed deficiency in the existing work.The fragmentation of training content,the monotony of training form and the one-sidedness of training evaluation have produced a certain degree of negative effects on the cultivation and evaluation of teachers' abilities.In order to improve teachers' ICT competency more effectively,this study attempts to construct a more targeted,applicable and practical training system under the guidance of TPACK concept and framework.Based on this basic assumption,this study conducts theoretical research and practical inquiry by combining literature research,design-based research,questionnaire survey and interviews.Firstly,this study obtains the enlightenment of technology and teaching fusion through in-depth analysis of TPACK connotation and characteristic,and summarizes an overall approach of training design concluding multi-angle and comprehensive learning analysis,targeted and blended learning model and integrative learning-training-applying training context,which is reflected on three elements: the training content system,the application model and the implementation path.To design the content,this study draws on the TPACK framework and the Standard of Teacher's Ability of Applying Information Technology in Primary and Secondary Schools(Trial),and refers to Teachers' Information Technology Application Abilities Training of Primary and Secondary School Curriculum Standard(Trial),and analyzes the appropriateness between samples' ICT competency and content system,then finally develops a set of modular training course for primary and secondary school teachers,which includes 4 modules,17 subjects and 23 units.To develop the application model,this study builds a WeChat-based blended training model consisting of five basic elements: learning objective and content,learning task,teaching strategy,learning support and students' feedback,which clarifies the presentation and delivery methods of the content.On the basis of the content system and the application model,this study designs a guidable training implementation path from the perspective of operation.According to the guidance of the implementation path,this study conducts a thorough investigation on 39 teachers' abilities and needs,then customizes and implements personalized and targeted training plans for the trainees.During and after the training,this study collects feedback data from the learners at the levels of reaction,learning and behavior.The multi-dimensional feedback data verifies the effect of this training,and also the rationality of content system,the feasibility of application model,and the effectiveness of implementation path,which indicate the expected accomplishments.At the same time,this study also reflects and summarizes the flaws and limits during design and implementation process based on learners' feedback,and put forward methods to improve and perfect the training and the study.