The Case Study Of High School Physics Quality Teaching Under The View Of TPACK

Nowadays,information technology is developing rapidly.With the promotion of information technology,education and information technology are constantly converging,and education informatization emerges as the times require.Under the background of educational informatization,how to use information technology to improve teaching quality has become an important subject in educational research field.In addition,the newly issued physics cur,riculum standards for general high schools(2017 edition)also emphasizes the importance of integrating information technology with physics curriculum.So in order to make better use of information technology for teaching,what kind of knowledge should teachers have?TPACK,technological pedagogical content knowledge proposed by Mishra and Koehler,provides ideas for solving this problem.TPACK is the knowledge required by teachers to integrate technology in teaching.In order to promote the improvement of physics teachers' TPACK level and enrich the research on TPACK in physics,this thesis conducts a research on high quality teaching cases of physics in high schools under the view of TPACK.The thesis mainly includes the following aspects:(1)Literature research method is used to analyze the research status of TPACK at home and abroad,focusing on the research status of TPACK in physics.(2)Based on the research of relevant literature,the concept,connotation and constituent elements of TPACK in this thesis are defined.(3)From the five component dimensions of TPACK,the case analysis method is used to analyze the teaching videos and texts of teachers in high quality teaching cases,focusing on how teachers apply TPACK for physics teaching,and summarizing the characteristics of these constituent elements.Besides,the thesis conducts qualitative analysis on high-quality teaching cases to interpret the new connotation of TPACK proposed in this thesis.The research results show that the characteristics of the five components of the teachers' TPACK in the high school physics quality teaching case:(1)The dominant concept of integrated technology teaching physics is characterized by that teachers have solid subject content knowledge,their knowledge of the teaching purposes meet the requirements of the curriculum standards,and teachers attach importance to the role of technology in physics teaching.(2)The curriculum knowledge of integrated technology is characterized by that teachers have abundant knowledge of curriculum resources and are innovative in the organization of curriculum contents.(3)The knowledge of students'understanding of integrated technology is characterized by that teachers' understandings of students are comprehensive and profound.(4)The teaching strategy knowledge of integrated technology is characterized by richness and flexibility.(5)The teaching evaluation knowledge of integrated technology is characterized by that teachers pay attention to the achievement of three-dimensional goals and can choose appropriate evaluation forms and evaluation tools.In addition,the research also shows that TPACK is a kind of knowledge that reflects the artistic teaching.Based on the above findings,the thesis proposes to consolidate the basic knowledge of teachers,delve into curriculum standards and textbooks,enrich teachers'knowledge of students,and establish a student-oriented concept.The research aims to promote the improvement of physics teachers'TPACK level and enhance the effectiveness of integrated technology for physics teaching.