Research On The Integration Of High School Geographic Information Technology Based On G-TPACK Model

The 2017 edition of Geography Curriculum Standards for Senior High Schools attaches great importance to the cultivation of students'core geographic literacy,one of the important points is to innovate teaching methods in the context of the new era,to create an intuitive,real-time and vivid geography teaching environment for teaching.Whether from the teaching tips of knowledge content or course content of geography,the position and role of information technology in it are strengthened.At the same time,the new teaching method under the environment of information technology integration is also the requirement of the development of the new era for education.The development of relevant theories and practices in the United States has always been at the forefront of the world,which has experienced three stages:WebQuest,TELS and TPACK,completed the transformation from extracurricular integration to intracurricular integration.The research of American scholars also has important reference value for our country.Against this background,TPACK theory was introduced into China in 2010.With the joint efforts of Chinese scholars,it has been continuously localized and disciplined to adapt to the development of information technology and curriculum integration in China.Based on the above analysis,using the methods of literature,questionnaire,analytic hierarchy process,interview and classroom observation,this paper takes the integration of high school geographic information technology based on G-TPACK model as the research theme.A G-TPACK(Geography-Technological Pedagogical Content Knowledge)model is constructed;G-TPACK Level of Geography Teachers in Senior High School and Its Obstacles is investigated;Put the integration paradigm into the case making and Implementation,and make assessment based on G-TPACK model and rating scale;In view of the problems found in classroom observation,corresponding optimization suggestions are put forward.The following conclusions are drawn:(1)The G-TPACK model is established and its role in information technology integration is clarified.The G-TPACK model contains eight factors,such as GTK,GPK and GCK.It clarifies the specific meaning of the eight factors and further illustrates them with a case study.By illustrating the structural relationship among the model elements,including progressive relationship,integration relationship and inclusion relationship,it is concluded that G-TPACK model has the characteristics of complexity,interaction,silence,dynamic development and geography discipline.This paper expounds the theoretical basis of information technology integration based on G-TPACK model,clarifies the method of information technology integration based on G-TPACK model,and points out the role of G-TPACK model in information technology integration.(2)By using the questionnaire method?the scores of each factor in the G-TPACK model of'senior high school geography teachers are obtained,and the G-TPACK level of senior high school geography teachers is generally on the low side.The comparative analysis of information technology integration factor and other factors in the model.It is found that due to the lack of teachers'experience and other-reasons,information technology can not be deeply integrated into geography teaching,especially with the knowledge of teaching methods.The factors that hinder the improvement of teachers'information technology integration include:the influence of exam-oriented education,the lack of integration theory and methods,and the lack of reference cases and so on.(3)The integration paradigm of high school geographic information technology based on G-TPACK model is proposed.The integration paradigm is divided into four stages:analysis stage,integration stage,implementation stage and evaluation stage.The first stage is the analysis of contextual factors.Integration stage is the integration of a single factor.In the implementation stage,the above two steps will be put into practice.(4)A classroom observation scale for information technology integration based on G-TPACK model was constructed.Based on the definition of integration level in Chapter 3,the classroom observation scale of information technology integration based on G-TPACK model is divided into four levels.It forms a whole with the first three stages of the integration paradigm and can effectively guide the evaluation of high school geography teachers'information technology integration level.