Research On The Status And Development Path Of TPACK For Pre-service Science Teachers

With the continuous popularization and advancement of information teaching,the teaching of integrated technology has become the normal form of current teaching,which has put forward new requirements for the knowledge structure of teachers in the new era,that is,teachers' understanding of TPACK must be further in-depth.Therefore,we carry out relevant research on TPACK training for science teachers to enrich the theoretical basis and practical experience for the development of TPACK.In order to clarify the research purpose,we put forward the core issue of the research,that is,how will the TPACK level of preservice science teachers be improved.At the same time,the core issue leads to the following three sub-research questions,the first is what is the status of TPACK for pre-service science teachers,the second is what are the factors that affect the development of pre-service science teachers' TPACK,the third is what is the development path of TPACK for pre-service science teachers,and How effective is it.Based on the above research questions.First of all,based on the previous literature review,we formulate a questionnaire and use the results of the periodic test to make continuous revisions,and formally test after verifying the reliability and validity of the scale.Secondly,based on the analysis results,we conduct a descriptive statistical analysis of each dimension of TPACK for pre-service science teachers,and make a difference analysis of the impact of demographic variables on TPACK to obtain the status and influencing factors of TPACK for pre-service science teachers.Thirdly,based on the status and previous research results,we analyze from training system,technical equipment and teaching strategy to put forward the development path of TPACK for pre-service science teachers.Next,because the training system and technical equipment are involved in the future development plan of the school,we only discuss the effectiveness of the TPACK development path for preservice science teachers from the perspective of optimizing teaching strategies.According to the above-mentioned development path,in the course of "Microteaching and Teaching Diagnosis",we select 2020 pre-service science teachers as the research object,and carry out online and offline mixed teaching based on Schulman's knowledge transformation theory to provide reference for the teaching of related courses.Finally,based on the comparison results of the pre-and post-tests,we add some questions that are not analyzed to the interview outline and conduct in-depth interviews with some students.Based on the above research,we conduct a practical test on the development path of TPACK,and reflect on the feasibility and inadequacy of teaching strategies to effectively answer the three research questions,and finally we draw the following conclusions.About the status quo: firstly,their single element knowledge level is excellent,and the compound element knowledge level needs to be improved urgently;secondly,boys and girls have different pros and cons of TPACK;furthermore,theoretical courses are an important guarantee for improving the TPACK level of pre-service science teachers.In terms of effectiveness: firstly,the effectiveness of teaching strategy optimization is significant;secondly,the teaching course needs to be further optimized and revised.At the same time,we also put forward the following ideas about the limitations of the research,that is,We need to further practice and promote the research result.