An Analysis Of The Current Situation Of TPACK As A Junior Chemistry Teacher In Senior High School And The Strategies Of Ability Cultivation

Nowadays,with the rapid development of information technology,the education and teaching mode is also changing constantly.The requirements for teachers' information teaching ability are also constantly improving,especially for new teachers,which is one of the indispensable abilities in their education and teaching career.Therefore,in order to find the better measure,evaluate and cultivate teachers' abilities,researchers put forward the theoretical framework of TPACK(Technical Pedagogical and Content Knowledge),which theory also widely used so far.The author found that in the training of new teachers,there is no lack of training in educational technology ability,but how to apply the acquired educational technology knowledge to teaching practice and effectively improve the ability teaching is still a problem for most new teachers.There are many ways to cultivate the new teachers' ability of TPACK,not only refers to the teacher s related training courses,but also needs to cooperate with each other in many aspects.Finally,the new teachers' ability of TPACK can be effectively improved.At present,the research on TPACK mainly focuses on four aspects:the origin,current situation and development of concept of TPACK;how to improve teachers' TPACK ability;the design of TPACK evaluation scale;and the application of TPACK in the specific curriculum of primary and secondary schools.However,there are few investigations and researches on the newly appointed chemistry teacher's TPACK,and the research objects are mostly pre-service teachers and in-service teachers.Therefore,this study choose the newly appointed chemistry teacher as the research object.After clarifying the constituent elements and conditions of TPACK and understanding the measuring methods of TPACK in China and abroad,the author designed a questionnaire aiming at the characteristics of beginning teachers and chemistry subjects to investigate and study the TPACK abilities of beginning teachers.Through questionnaire analysis,SPSS of software was used to test the reliability and validity of the topic,and the five dimensions were named.Respectively for application innovation,teaching ability,knowledge and skills,educational environment and resources,and concept awareness,the status quo of TPACK ability is obtained.Finally,according to the current situation of TPACK for new teachers,the corresponding training strategies are put forward.In the analysis of the survey results,it is found that the ability level of the beginning teachers who have been teaching for three years is generally better,and the ability of the provincial key middle school teachers is also better than that of the municipal key middle school teachers and ordinary middle school teachers.Male teachers are generally better than female teachers in application and innovation,and female teachers are slightly better than male teachers in teaching ability.Therefore,according to the situation of different beginning teachers,from the perspectives of application innovation,teaching ability,knowledge and skills,educational environment and resources,and concept awareness,more targeted training strategies are put forward.The innovation is that the research on the development of TPACK is specific to the new chemistry teacher.In addition,the new chemistry teacher's TPACK ability is divided into five dimensions,and corresponding training strategies are proposed for each dimension.I hope I can make some contribution to the development of the new teacher's TPACK ability.