Investigation And Research On The Current Situation Of Primary School Science Teacher TPACK

Today,with the continuous development of education level,using educational technology to teach becomes more important.Technological Pedagogical And Content Knowledge(TPACK)is the measure basis for teachers to integrate the knowledge of subject content and teaching method with technical knowledge.This study describes the current situation of primary school science teachers' integration of teaching knowledge of technical subjects through factor analysis.In order to understand the application of TPACK to primary school science teachers in actual teaching,Based on the authoritative scale,the author compiled the TPACK measurement scale for primary school science teachers to measure their knowledge mastery of TPACK.In addition,the author creatively coded and analyzed the science classroom record.According to the problems reflected in the current situation,an interview outline was formed and teachers were interviewed to further explore the TPACK ability and level of primary school science teachers.The thesis consists of seven chapters.The first chapter is the introduction,which presents the research background,research content,selects research method,determines the research thinking and expounds the research.The second chapter is a literature review,which summarizes and organizes relevant studies on TPACK at home and abroad.Chapter three states the conceptual framework and theoretical basis,and defines the concept of TPACK.The fourth chapter is the design,implementation and result analysis of the survey scale,including research design,scale formation,scale formal test and result analysis.It mainly describes the whole process of scale survey conducted by the author and the analysis of the results of the scale.The fifth chapter is the coding design and result analysis of teacher classroom record;the first part is the coding design of classroom record of primary school science teachers andthe second part is result analysis.The sixth chapter is interview design and result analysis,including interview design,interview content and interview result analysis.The seventh chapter is research summary and research reflection,draws the research conclusion and reviews the shortcomings in the research,in order to continue to improve in the follow-up research.The main conclusions include:(1)The mean score of science teacher in a district in Jinan is 3.80 overall,which is above the average level.TPACK scores of all dimensions of TPACK are between 3.2 and 4.0,which indicates that teachers are not able to fully grasp the flexible use and overall combination of knowledge of all elements.So they should strengthen their ability and awareness to integrate knowledge of all elements.(2)On the comparison of core elements knowledge,compared with CK knowledge and TK knowledge,PK knowledge score is relatively high.So the study and application of technical knowledge and subject content knowledge should be strengthened.(3)There is a related and proportional relationship between TPACK and knowledge of all dimensions.That is,each knowledge development promotes the development of TPACK level of primary school science teachers.(4)Although the use of technology is Although the use of new technology enriches the classroom teaching mode,it also brings an additional burden to teachers.(5)Primary school science teachers can skillfully operate most educational technology software,but not all of them can integrate educational technology and teaching process(6)Primary school science teachers' teaching methods still focus on questioning and teaching.In this kind of classroom teaching,teachers need to further improve the deeper integration of TK,PK and CK.(7)Primary school science teachers have certain basic qualities,but the level of TPACK still needs to be further improved.The ability to use information technology for scientific research and technological innovation is especially important,and needs to be cultivated to a certain extent.