Investigation And Research On The Professional Knowledge Literacy Of Maker Teachers Based On TPACK

In 2010,Xie Zuoru founded China's first maker space.In 2015,the “Mass Entrepreneurship,Innovation for All” maker movement initiated by Premier Li Keqiang began to move towards education.The five-year period is the historical process of the maker movement and also the maker education beginning.Since then,the development of Maker Education in China has been in full swing,and it is the Maker Teacher,the implementer of Maker Education,that promotes the development of Maker Education.Maker teachers are the implementers and communicators of maker education.The knowledge level of maker teachers determines the quality of maker education.High-quality maker education requires high-level professional knowledge of maker teachers.Therefore,maker teachers should analyze the professional knowledge of maker teachers,grasp the professional knowledge of maker teachers,and improve the professional knowledge level of maker teachers.TPACK is an important indicator for comprehensively summarizing teachers' professional knowledge in the information age,and the technical characteristics of TPACK and maker education technology coincide with each other.Therefore,building a maker teacher's professional knowledge framework from the perspective of TPACK has become a problem to be solved now.The problem facing Maker Education is the training of teachers.Improving the professional knowledge of Maker teachers should be the key to solving this problem.The training of Maker teachers requires the joint efforts of government education departments,schools,educational institutions and society.The professional knowledge of maker teachers in China has not been systematically explained and clearly defined.Based on this,based on the analysis of a large number of literatures,this research builds a professional knowledge framework for maker teachers from the perspective of TPACK,and comprehensively summarizes the maker teachers' mastery Professional knowledge and specific analysis of each element.Based on the framework,a questionnaire and interview outline for the “Investigation on the Status Quo of Maker Teachers' Professional Knowledge Literacy ”were compiled.The survey research method was used to collect,organize and analyze relevant data,summarize the status of Maker teachers' professional knowledge,and analyze the Maker teachers 'professional knowledge based on the status Promote corresponding suggestions.The research conclusions show that:(1)The professional knowledge framework of maker teachers includes: maker-based technological knowledge,maker-based course knowledge,maker-based technological pedagogical knowledge,maker-based teaching evaluation knowledge,maker-based TCK,maker-based PCK,and maker-based TPACK.(2)The scores of the professional knowledge level of maker teachers in the seven dimensions are slightly higher than the average of the five-point scale,but the subject content knowledge integrating maker technology,the teaching method knowledge integrating maker technology,and the subject teaching integrating maker technology The knowledge level of the three dimensions of knowledge needs to be improved.The level of professional knowledge in seven dimensions is: maker-based course knowledge,maker-based teaching evaluation knowledge,maker-based technological pedagogical knowledge,maker-based technological knowledge,maker-based TCK,maker-based PCK,and maker-based TPACK,of which the level of teaching knowledge with integrated maker technology is the lowest.(3)Most maker teachers are proficient in using basic information technology(such as computers,courseware production,internet,etc.),and the level of maker knowledge is generally at a medium level,but maker teachers integrate maker technology into the knowledge level of teaching Lower,needs to be improved.(4)There is no significant difference in the level of professional knowledge of maker teachers of different genders,but male teachers have slightly higher levels of maker technical knowledge than female teachers.The professional knowledge literacy of maker teachers with different academic degrees is slightly different.The knowledge level of maker teachers with master degrees is significantly different from that of maker teachers with bachelor's degrees and undergraduate degrees.Among them,the difference between teachers with master's degrees and college degrees is the most significant.The knowledge level of maker teachers in different school types is different.Provincial key primary and secondary schools have higher levels of professional knowledge of maker teachers than municipal key and ordinary primary and secondary schools.In particular,the level of professional knowledge of maker teachers in ordinary primary and secondary schools needs to be improved.(5)Maker-based technological knowledge,maker-based course knowledge,maker-based technological pedagogical knowledge,maker-based TCK,maker-based PCK,and maker-based TPACK.The correlation coefficients are all greater than 0,and the significance probability values P are all 0,indicating that the above six dimensions affect each other.Based on the current status and existing problems of maker teachers 'professional knowledge,suggestions and strategies for improving maker teachers' professional knowledge are proposed from three aspects: school support strategy,government support strategy,and training institution support strategy.