From The Perspective Of TPACK,the Research On Information Technology Application Ability Of Middle School Geography Teachers

Since the 19 th National Congress of the CPC,China has stepped into the era of educational information 2.0 and entered the stage of integration and innovation.At present,the research on the ability of geography teachers to apply information technology has been paid much attention,Among them,the research on the status quo is the focus of research.Most studies lack the theory framework and theory model,the research methods are single and mostly based on questionnaire surveys.This study attempts to use TPACK theory as the starting point,constructs the theoretical model,compiles the questionnaire and the classroom observation scale,the empirical analysis current geography teacher information technology application ability present situation,and from the perspective of improving the ability of teachers to put forward targeted recommendations.Based on the above research ideas,the paper is mainly divided into two parts.The first part is we can construct the theory model and design the questionnaire and scale.First of all,this study analysis the literature of the two major themes from both domestic and foreign perspectives.The two themes are teacher information technology application ability and TPACK.We can understand the current research status.Secondly,through the definition of related concepts,we can clarify the relationship between knowledge and ability.meanwhile,we should base on the "Competence Standards" and TPACK,combine with the competence model of American scholar David Mc Clelland,and build a theoretical model for the use of information technology in middle school geography teachers—the iceberg model.Subsequently,We should design a questionnaire based on the iceberg model,and collect 27 expert opinions to modify the iceberg model.In the end,the iceberg model is divided into visible and invisible parts.The invisible part is divided into three dimensions and seven small dimensions.Combined with the iceberg model,we design the "Study Questionnaire on the Status Quo of Information Technology Application Ability of Middle School Geography Teachers","Classroom Observation Scale",and "Outline of Teacher Interviews".The second is an empirical study on the current status of geography teachers' information technology application capabilities.The research adopts three research methods.The questionnaire survey method uses 39 questionnaires as test data.After reliability and validity analysis,it is revised and distributed on a large scale.The number of questionnaires is 232.The classroom observation method uses 16 excellent courses as observation objects,and uses the SAMR model as the rating standard to conduct observations to understand teachers' classroom information technology application capabilities.The teacher interview method uses 4 teachers as interview subjects to explore the underlying reasons.After the quantitative and qualitative analysis of the obtained data,the results were obtained:(1)At present,most geography teachers have a positive attitude towards the application of information technology.(2)Geography teachers' information technology application ability is generally at a good level.Among them,middle school geography teachers' information technology application knowledge(TPCK)level is higher than their ability level.(3)Teachers' TPCK has obvious correlations with various ability dimensions,and the impact factors are part of the demographic background,such as teaching age,gender and so on.(4)In the classroom observation,it is found that geography teachers mostly use text,pictures and other traditional technology forms in the classroom,but less frequently use software,VR and other emerging technology forms,and the application ability is at the higher level(lower level).The reasons are summarized as low teacher training efficiency,low teacher learning motivation,"sloganization" of the policy system,and imbalanced ability dimensions.From four aspects of teacher training efficiency,ability development,teacher learning motivation and policy system,this paper puts forward the following points.First,innovative design to improve the effectiveness of teacher training.Second,we should change the idea,stimulate the geography teacher's idea.Third,we should reform the path and implement the policy system's guidance.Fourth,we should seek new development,focus on multi-dimensional application ability.