Researah On The High School Geography Teachers' TPACK Evaluation In Xinyang City

The application of information technology in education is the need of the development of the times,and teachers are the foundation of education.Therefore,it is particularly important to build a professional team of teachers.The development of information technology knowledge has a profound impact on the teachers' knowledge structure.And teaching activities are also inseparable from information technology.So the Technological Pedagogical Content Knowledge(TPACK)comes into being.High school geography teachers' TPACK ability represents their ability to integrate information technology into geography teaching.Therefore,this paper will take "how to evaluate and develop TPACK ability of high school geography teachers" as the central issue to study the problems of integration technology in teaching of high school geography teachers.And it will put forward targeted promotion strategies.The main research methods adopted in this paper are literature research,questionnaire survey,case study and educational observation.On the basis of combing the domestic and foreign literature,this study defines the geography teaching ability of high school geography teachers in integrating technology as the ability of senior high school geography teachers to deeply integrate information technology knowledge,teaching method knowledge and geography subject knowledge and skillfully apply them to geography teaching.In order to measure the level of geography teachers in Xinyang high school,this paper constructs the TPACK evaluation scale for geography teachers in senior high school,and adopts the method of combining qualitative and quantitative methods based on the interpretation of the connotation,composition and characteristics of TPACK.There are three main aspects to the research:First,125 geography teachers in senior high school were surveyed to analyze the status of TPACK ability.In addition,the paper analyzes the 8 dimensions of TPACK of senior high school geography teachers.Second,the case analysis of novice teachers' and experienced teachers' TPACK ability is added.And the teachers were interviewed and observed in class.In Third,it tries to put forward strategies to improve the TPACK ability of senior high school geography teachers according to the previous research.The questionnaire survey shows that the mastery level from high to low of geography teachers in xinyang senior high school is as follows: CK>PK>TK>Contexts>PCK>TPK>TCK>TPACK.The analysis of cases and interviews showthat novice teachers have higher TK,TPK and TCK levels than experienced teachers.And the level of CK,PK and context of experienced teachers were higher than those of the novice teachers.According to the research results,there are four main problems restricting the TPACK level development of senior high school geography teachers.They are as follows: teachers' consciousness of integrating technology is insufficient;geography teaching ability of integrating technology is insufficient;teachers pay attention to "form" teaching;teaching resources allocation is insufficient.According to the feedback problem,the following promotion strategies are proposed.Encourage teachers to summarize themselves and strengthen the consciousness of integrating technology.Increase the daily technical teaching and pay attention to the students' technical practice.Set up the information exchange platform and strengthen the communication among teachers.Optimize the training of educational technology and improve the comprehensive quality of Teachers.Improve the allocation of educational resources and promote the equity of school education.Strengthen the construction of policy system and guide the long-term development of Teachers.