An Empirical Study Of TPACK For High School Mathematics Teachers

As information technology is widely used in the field of education,more and more researchers regard information technology as an indispensable element in teaching activities.Mishra and Koehler of American Michigan State University regard information technology as a necessary knowledge of teachers.According to the concept of pedagogical content knowledge(PCK)put forward by Schulman,Mishra and Koehler integrate technology knowledge into pedagogical content knowledge,so as to form of technological pedagogical content knowledge(TPACK).In this study,technological dimensions(TK)and technology related dimensions(TCK,TPK,TPACK)are selected to research the questions of integrating technology in teaching.Based on this,the researcher comes up with suggestions for improving teachers' ability of integration technology in classroom teaching.This thesis is divided into five parts.The first part,introduction: it mainly includes research background,research issues,research meanings and research methods.The second part,the research review: it mainly discusses the development of TPACK's concept and the research status of TPACK at home and abroad.The research status of TPACK is reviewed from the perspective of integration and decomposition raised by different scholars.Besides,the research methods commonly used in TPACK empirical research are discussed.The third part,the investigation of mathematics teachers' TPACK status in high school: questionnaire is used to analyze the TPACK self-evaluation of mathematics teachers in high school.This study finds that teachers' awareness of using technology in teaching practice is generally unsubstantial.The limited technology knowledge of teachers in high school cannot adapt to the development of classroom teaching.The fourth part,the analysis of mathematics teachers' case about TPACK: it uses the method of classroom observation and interview.The real performances of three teachers using technology in teaching practice are analyzed.Parts of teachers in the mathematics classroom are at the low level of technology integration.Furthermore,they cannot match technology with the teaching methods.In addition,the training of information technology detaches from practical problems of teaching.The fifth part,the main research summary:it summarizes the problems of the study,and giving suggestions for the development of teachers' technology training,teaching practice and teaching reflection.It also makes a summary of deficiencies and restrictions in this study.