A Study On The Correlation Between High School Chemistry Teachers' TPACK And Teaching Beliefs

The rapid development of information technology has changed the traditional education model in many ways.Appropriate use of information technology can improve the efficiency of teaching and promote meaningful learning.After decades of development,educational informatization has basically completed the construction of infrastructure and information environment,but the effect of the integration of information technology and teaching is not ideal in actual teaching.Previous studies have shown that there are two major obstacles to teachers' integration of technology and teaching:The first obstacle includes access to resources such as digital tools,technical training,and teachers' TPACK level;second-order barriers are prevalent among teachers that are the basic belief in teaching and learning.Therefore,In order to promote the in-depth integration of information technology and chemistry teaching and promote the in-depth and universal application of information technology in chemistry teaching,it is necessary to study the potential relationship between high school chemistry teachers'teaching beliefs and teachers' TPACK.This research identifies the following research questions:(1)To compile questionnaire and interview outline about senior high school chemistry teachers'TPACK and teaching belief.(2)what is the structure and current situation of high school chemistry teachers'TPACK and teaching belief?(3)what is the relationship between chemistry teachers'TPACK and teaching belief?(4)According to the research conclusions,clarify the influence of chemistry teachers' teaching beliefs on TPACK,and provide Suggestions for the development and cultivation of chemistry teachers.This paper is composed of five parts:the first part is the introduction.The introduction first explains the background of the problem and the research status at home and abroad,and then elaborates the research purpose and significance,research content and method,and research ideas.The second part defines the core concepts involved in this study,such as "TPACK","belief","teacher belief" and "chemistry teacher teaching belief',and expounds the theoretical basis of this study.The third part developed the high school chemistry teacher TPACK and the teaching belief measurement questionnaire,tested the reliability and validity of the questionnaire,deleted the unreasonable questions and got the revised questionnaire.The fourth part is the implementation of the research and data analysis,through the revised questionnaire tools to measure the high school chemistry teachers TPACK and teaching beliefs.AMOS was used for path analysis,and the path model of teachers' teaching beliefs affecting TPACK was established.The fifth part summarizes the research conclusions of this paper,expounds the enlightenment obtained in this research,and reflects on the existing problems in this research.The research conclusions of this paper are as follows:(1)The TPACK scores of high school chemistry teachers are all 3.88 points,indicating that the TPACK scores of teachers are above the average level,with the highest PK score and the lowest TCK and TPACK scores.The T test results of independent samples show that teachers' TK,CK and TPK have significant differences in gender,and teachers' TPACK level is independent of gender,teaching age,professional title,school grade and other factors.(2)The overall score of high school chemistry teachers' teaching beliefs from different backgrounds is 3.74,indicating that the teaching beliefs of high school chemistry teachers present a "constructivist orientation" as a whole.Among the four dimensions of the teaching beliefs of high school chemistry teachers,the essential beliefs of chemistry teachers have the highest score,while the teaching beliefs of chemistry teachers have the lowest score.There is no significant difference in the teaching beliefs of senior chemistry teachers in terms of gender and school level.There is a significant difference in the teaching age and professional title of chemistry learning beliefs.Teachers with 5-10 years of teaching experience have significantly better beliefs about chemistry learning than those with 0-5 years of teaching experience.(3)There are two kinds of teaching beliefs of high school chemistry teachers:"constructivism" and "traditional orientation",and there is a significant positive correlation between each dimension and the whole of constructivism oriented teaching belief(CB)and teachers' TPACK,Combined with the interview analysis,the teachers who hold the "constructivism" tendency in chemical teaching belief and chemical evaluation belief usually show higher levels of PCK,TCK and TPK.The chemical nature of teachers' beliefs and their levels of CK is consistent,the chemical evaluation of belief will affect teachers TK and PK level,and the level of the teachers' PCK,TCK,TPK and their faith in the chemistry teaching and chemical evaluation of beliefs are related.(4)From the path model,it can be seen that chemical learning belief,chemical teaching belief and chemical evaluation belief have significant positive prediction effect on TPACK,while only chemical essential belief has no significant positive prediction effect on TPACK.Teachers' chemical teaching beliefs have a significant positive prediction effect on PCK and TPK,while teachers' chemical essence beliefs have a significant positive prediction effect on PCK,which is moderately correlated.This study examines the relationship between high school chemistry teachers'teaching beliefs and TPACK in specific subject areas,which is of great significance for promoting the integration of information technology and teaching,improving chemistry teachers' information literacy and improving chemistry classroom teaching.At the same time,it provides certain reference for in-service teacher education and teacher training.Firstly,schools should accelerate the construction of informationized teaching environment,develop "Internet+education" to provide sufficient teaching resources for teachers and students,and promote the sharing of high-quality resources.Secondly,teacher training plans should be made,technical training activities should be carried out regularly to help teachers learn new technologies,teacher communication platforms should be established and teachers should be encouraged to help each other.Finally,to focus on the learning and development needs of personalized,diversified teachers,teachers focus on organizational learning the latest policy of the university entrance exam,the new curriculum standard,make teachers in-depth study based on literacy teaching,pay attention to cultivate students' literacy of subject core,change the traditional teacher-centered teaching belief,promote the transition of the personnel training mode. Organize regular teachers learn outstanding case of the integration of technology and chemistry teaching to dig deeper into effective "integration" in the case of learning situations,and for teachers to see technology and the integration of teaching in a variety of possibility of practical teaching,enhance the teachers "constructivism" orientation of chemistry teaching beliefs,so as to improve the level of teacher TPACK.