Research On Teachers’ TPACK And It’s Influencing Factors Under The Background Of Educational Informatization

As we step into the 21 st century,the development of information technology has become the most powerful driving force for the development of science and technology for country.At the present time,educational informatization become particularly important in the process of education reform and development for our country.At current stage,we have basically completed the preliminary infrastructure construction of education informatization and we are entering the stage of comprehensive development of informatization education.As a result,we are more dependent on teacher’s comprehensive and mature subject knowledge,information technology application ability and teaching ability.To improve the knowledge level of teachers,the first thing to do is to give teachers a fullscale "physical examination" which in order to clarify the existing problems and the direction of work.In recent years,the TPACK knowledge system which research on the integrated technical subject teaching knowledge of teachers’ has attracted the attention of the domestic and foreign education circles.The system consists of Technical Knowledge(TK),Content Knowledge(CK),Pedagogical Knowledge(PK)and four composite elements integrated by them(Pedagogical Content Knowledge,Technological Content Knowledge,Technological Pedagogical Knowledge and Technological Pedagogical Content Knowledge).This research is based on the TPACK knowledge system as a reference system to measure teachers’ informatization teaching ability.This research builds on the TPACK knowledge system model of junior middle school teachers by referring to the research on TPACK knowledge system at home and abroad,combining the needs of junior middle school teachers’ daily teaching in the context of educational information.Making questionnaire scales with reference to the Archambault scale,Schmidt scale and other domestic and foreign research,to conduct a comprehensive survey on the TPACK knowledge level of junior middle school teachers and analyze the status of the TPACK level of the junior middle school teachers in Heshan City,the influencing factors and influencing laws with scale measurement method and interview method.The research found that the overall knowledge level of each dimension of TPACK for junior middle school teachers was influenced by teachers’ demographic background factors.Among them,whether they have received professional training or not is the most important factor.The specific performance is that the TPACK level of teachers who have received training is significantly higher than those who have not received training.Age,teaching age,professional title and other factors have the second influence,and have a significant relationship with teachers’ TK,PK,PCK,TCK knowledge level.Specifically,the teacher’s TK knowledge level decreases with the increase of these three factors and the PK,PCK and TCK knowledge levels increase with the increase of these three factors.In addition,the gender and the teaching subject also affect the knowledge level of teachers’ TK and TPK respectively.However,the regional differences,educational background and other factors in this research did not have an obvious impact on Teachers’ TPACK level.In the end of the research,the reasons for the law were analyzed separately and the corresponding suggestions for improving the teacher’s TPACK level were proposed to the education administration,schools and the teacher.