Research Of Teacher's TPACK Structure Based On Behavior Analysis

The development of educational informatization urgently requires teachers to improve their Technological Pedagogical Content Knowledge(TPACK),and the integration level of technology and curriculum integration has also become an important indicator for evaluating the professional development of teachers.Classroom teaching activities are composed of a series of teaching and learning behaviors.It is a behavioral system composed of teachers' behaviors and students' behaviors supported by information technology.A comprehensive and in-depth analysis of these behaviors is the most intuitive and effective methods to understand the teacher's TPACK structure.Based on the above research background,this study selected eight classroom recording videos from the Suzhou primary and secondary schools using the starC teaching platform as the research object.Firstly,according to the related research of teaching behavior coding system and TPACK,the classroom teaching behavior coding system,technical application behavior coding table and TPACK coding rules supported by the starC teaching platform were developed,and the behavior of the technology application according to the platform function was refined.Secondly,using the combination of qualitative and quantitative methods,the Nvivoll qualitative analysis software was used to transcribe the teacher's speech of the classroom teaching video,and then the video content was encoded in three rounds by using the three research tools developed above.The Nvivoll software derived the behavioral duration coverage and frequency of behavior under each encoding,which were used to get tables for data categorization,quantitative analysis,and visualization of results by using Excel spreadsheets.Finally,according to the data results,classroom teaching characteristics under the three dimensions of the teaching behavior,technology application behavior and TPACK as well as the relationship of the three were discussed.The structural characteristics of the case teacher TPACK were summarized.The research results show that:(1)In the classroom teaching supported by the starC teaching platform,the teacher-oriented behavior still occupies a large proportion,mainly based on questioning,teaching and presentation.The time proportion of teachers' behavior is higher than the proportion of students5.Teacher questioning and students responding are the main links of classroom teaching,but teachers focus on the design of students' discussion,inquiry and experimentation.(2)In the technical application supported by the starC teaching platform,media presentation takes longer than the teachers' and students' technology operation.So the technical application behavior is still based on the traditional multimedia presentation function.The difference is that the starC platform can well realize the dual-screen association of different forms of resources.(3)In the TPACK structure supported by the starC teaching platform,TPACK and PCK are the main ones.The three core elements are more integrated into the composite element.And the proportion of each element of TPACK changes with the teaching situation,as well as relates to teachers' behavior.The integration of TK and PK,CK needs to be improved.