Investigation And Analysis Of The Composition Of TPACK For High School Information Technology Teachers

With the rapid development of various new media technologies,the process of education informatization is accelerating,and various emerging technologies are continuously applied to classroom teaching,which has become a great driving force for curriculum reform.Teachnological Pedagogical And Content Knowledge(TPACK),as an effective knowledge structure framework to measure teachers' various knowledge levels,especially the level of educational technology application ability in the information-based teaching environment,has a good application at home and abroad.The high school information technology discipline is a special discipline that takes into account both theoretical knowledge and technical operations,and focuses on the cultivation of students' information literacy,Therefore,as teachers of high school information technology disciplines,they need to constantly update their knowledge of educational technology,be proficient in the use of educational technology for effective classroom integration teaching methods,and scientifically grasp the relationship between educational technology and teaching.This research is based on a review of domestic and foreign TPACK related literatures,and analyzes and summarizes them from two aspects: related theoretical concepts and TPACK level measurement research.The related research on the current TPACK framework in foreign countries is relatively complete.There are more detailed studies on the TPACK concept,the division and comparison of various knowledge dimensions,the status quo and future development,and many attempts have been made in the development of teachers' TPACK knowledge level measurement tools.In recent years,there have been some positive attempts in various specific disciplines in China,but they are generally concentrated in mathematics,English and other disciplines,and less research has been done on the TPACK level of teachers in information technology disciplines.Therefore,based on the experience of existing research scholars,this research will use interview methods,questionnaire analysis methods,and classroom observation methods to comprehensively analyze the status of TPACK levels of high school information teachers,In order to more accurately measure and evaluate teachers' TPACK level,this study takes Wuxi City High School information technology teachers as the research object,from the seven dimensions of TK,CK,PK,PCK,TCK,TPK,TPACK to the current high school information technology Teachers' knowledge levels are measured and analyzed.Survey results show that the overall TPACK level of information technology teachers in high schools in Wuxi City.Male teachers generally have higher TPACK levels than female teachers.Young teachers have an advantage in TK,and teachers with a teaching age between11 and 15 years have higher TPACK levels.Through the comparison of Wuxi City's fivedistricts and two cities,High school information technology teachers in Xinwu District perform better in the knowledge dimensions of PCK,TPK and TPACK.Teachers in Huishan District have a higher level of knowledge in TK and CK.The teachers in Binhu District are higher than those in other districts in terms of PK and TCK.The overall TPACK level of teachers in Liangxi District and Yixing City is weak.Finally,this study also analyzes the Causal relationship between these seven knowledge dimensions,and determines the impact factor model of TPACK knowledge in each dimension.According to the above research results,the author proposes strategies to improve the development of TPACK level of high school information technology teachers' TPACK level from the aspects of self-efficacy of teachers' technology application,targeted training of teachers' abilities,school support and the formation of common learning groups.It will provide a reference for the improvement of TPACK level of information technology teachers in Wuxi high school and the follow-up research of TPACK by other scholars in China.