| From the perspective of historical evolution,both social and human development are inseparable from education.At the same time,education is also deeply affected by social development,and this impact is reflected in teaching content,teaching forms,and teaching methods.Through continuous sublation,it gradually has its own characteristics.Today,the scientific development of information technology affects all aspects of society and has also triggered deep changes in the field of education.For teachers,Information technology integration has gradually become a necessary basic ability,and it has put up new requirements for the professional development of teachers.In 2005,scholars Koehler and Mishra first proposed to integrate technical knowledge into the structure of teachers' professional knowledge,and then proposed "Technological Pedagogical Content Knowledge(TPACK).The theoretical and practical research results tell us that TPACK has become an important part of the current teacher's knowledge structure,and it has become an indispensable theory to improve professional quality and enhance teaching performance.Normal students are teachers of the future,and their TPACK level affects and restricts their professional knowledge and teaching skills development,which will have a profound impact on their future education and teaching work.In-depth investigation of the status quo of TPACK levels of normal students,and using a certain theoretical perspective to analyze the reasons,and then propose a targeted strategy to improve TPACK levels of normal students,which has both theoretical needs and practical urgency.In this study,a mixed research path combining quality and quantity is used to investigate the development of the subject teaching knowledge(TPACK)of teacher-student integration technology.By collecting and collating existing research results and data,we have a comprehensive understanding of the current status of TPACK research.Then use the foreign authoritative scale as a reference,compile a questionnaire for TPACK levels of normal students,and select normal undergraduates of different grades.SPSS was used for statistical analysis of the questionnaire data to investigate and understand the development status of normal students' TPACK level.The research results show that from the overall framework of normal students'TPACK knowledge level,the normal students'TPACK level is not high;the technical-related knowledge levels(TK,TPK,TCK)of normal students are generally lower than the knowledge levels of other elements;gender affects the normal students' Technical knowledge level(TK)and pedagogical knowledge level(PK);the average value of TPACK in the seven knowledge dimensions of junior and senior junior students is significantly higher than that of junior and junior normal students;science and engineering and literature and history The average of TPACK levels in the seven knowledge dimensions is significantly higher than the arts and sports category,and there is no significant difference between science and engineering and literature and history;normal students who have participated in public courses in educational technology will affect the technical knowledge level of normal students(TK),For example,normal students in modern educational technology courses will affect normal students' TK,TPK,and TPACK,and there are no significant differences in other factors.Finally,from the perspective of educational sociology to analyze the reasons for the above results,Then relevant strategies to promote the development of students' TPACK level.In light of the above conclusions and analysis,starting from the three aspects of the school,the teachers of the normal university,and the normal students themselves,put forward strategies and suggestions to improve the TPACK knowledge level of normal students:(1)schools provide opportunities and systems to improve TPACK level;(2)Improve the information-based teaching standard of teachers in normal colleges;(3)Enhance the teaching practice of TPACK level of normal students. |
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