Research On The Status And Development Of TPACK For High School Physics Teacher

Under the background of informatization,the educational informationization has become the main line of The Times.It is an important means to achieve the modernization of education.In the process of accelerating the educational informationization,education puts forward new requirements for teachers' knowledge structure.People begin to explore how to integrate technology and teaching effectively in teaching.The researcher proposed Technological Pedagogical and Content Knowledge(TPACK),which is not only the necessary knowledge for integrating technology and teaching effectively,but also the important knowledge for achieving professional development of teachers.For example,In this year's Sniper War of epidemic prevention and control,the Ministry of education carried out the work of "suspended class,but no stop teaching,no stop learning" and proposed to improve teachers' information technology ability,which indicating the importance of TPACK in the context of educational informatizationization.The integration level of physics teachers in teaching not only affects the teaching effect of physics,but also is the key to realize their own professional development.In order to understand the current situation of TPACK of physics teachers,find out the existing problems and explore its further development path,this paper takes senior high school physics teachers in Shandong Province as an example and uses a variety of research methods to carry out research from different aspects:Firstly,the background,meaning,components and research status of TPACK are combed in detail through literature research.On the basis of the existing research,combined with the characteristics of physics,this paper defines the concept and composition of TPACK for physics teachers.It consists of five knowledge dimensions: the concept of physical teacher's leadership of integrated technology,curriculum knowledge of integrated technology,studentknowledge of integrated technology,evaluation knowledge of integrated technology and physical teaching strategy knowledge of integrated technology.Secondly,according to the definition of each knowledge dimension of TPACK,a questionnaire is designed.Then the current situation of TPACK of senior high school physics teachers in Shandong Province is investigated.So the following conclusions are obtained:High school physics teachers have a higher concept of leadership in integrating technology and the scores of the other four knowledge dimensions are all between 3.7 and 4.0under the five level integral method,which indicates that the overall TPACK of senior high school physics teachers in Shandong Province is in the middle level.The composition level of each knowledge dimension is relatively neat.But the integration level of technology in each knowledge dimension is not high,so there is room for further improvement.For the high school physics teacher TPACK in the variables of difference: high school physics teacher TPACK is no significant difference in gender,professional,academic variables.There is significant difference in teaching age,professional title,employment area.Among them,with the improvement of teachers' teaching age and professional title,teachers' TPACK is also improved.Teachers' TPACK are different for different regions,which shows that there are significant differences in teachers' strength in different regions of Shandong Province.Thirdly,combined with the results of the questionnaire research,it is found that teachers in different stages have different degrees of differences.This paper selects an expert teacher and a novice teacher.Then studies them through observation and interview.It is found that the development process of TPACK is the result of the interaction of teachers' self-awareness,teachers' teaching experience,social interaction,technical identity and other factors.It is significant for teachers' teaching age and professional title in the questionnaire survey from the actual situation of high school physics teachers significant differences were verified and explained.Fourthly,based on the research results,this paper analyzes the existing problems of TPACK for senior high school physics teachers and puts forward the suggestions for theimprovement of TPACK for senior high school physics teachers from the aspects of teachers,schools and technology.Based on the practice of teacher TPACK,it is found that the development of physics teacher TPACK is not achieved overnight and teachers need to constantly explore and grow in teaching practice.Through the research on TPACK for senior high school physics teachers,on the one hand,it enriches the research on TPACK in the field of physics.On the other hand,it can understand the current situation and development of TPACK for senior high school physics teachers,so as to ensure that the improvement suggestions of TPACK for senior high school physics teachers are more targeted and to a certain extent,it can provide some guidance for the development of teachers.