Research On The Training Of Pre-service Teachers’ Micro-class Production Ability Based On TPACK Framework

With the gradual integration of information technology and curriculum teaching,my country’s education informatization has developed rapidly.As a carrier of mobile micro-knowledge dissemination,micro-classes have become an important learning resource that is popular nowadays.However,front-line teachers generally lack the deep integration of micro-course-oriented technical knowledge and subject content.The reason is that front-line teachers have incorrect understanding of the new concept of micro-class teaching resources,and the use of micro-class teaching resources is not smooth.Does not match the integration of subject teaching.In order to solve such problems,based on the professional knowledge system provided by the TPACK framework,this research develops a micro-course-oriented integrated technology subject teaching knowledge model(referred to as the TPACK-MC model),which will produce the subject content classification knowledge required for the micro-class,Pedagogy knowledge and micro-course technical knowledge are delivered to pre-service teachers in the form of training,in order to develop pre-service teachers’ TPACK-MC knowledge and ability in various dimensions,and improve pre-service teachers’ ability to make micro-course teaching resources.This study uses literature research methods,questionnaire survey methods and interview methods to explore the knowledge level of pre-service teachers in various dimensions of TPACK-MC,so as to understand the status of pre-service teachers’ micro-class production level,and pre-service teachers’ micro-class production ability after training The extent of improvement and training satisfaction.research shows:First of all,the knowledge of all dimensions of TPACK-MC of pre-service teachers is at the upper-middle level.Among them,the technical knowledge for micro-classes(TK-MC)and the pedagogical knowledge for integrated technologies for micro-classes(TPK-MC)have relatively average scores.The average score is relatively high for the knowledge of subject content classification for micro-classes(CK-MC)and knowledge of pedagogy for micro-classes(PK-MC).It shows that pre-service teachers’ subject knowledge and pedagogical knowledge for micro-classes are relatively solid,but their technical knowledge is relatively weak.However,the overall level of learning motivation for micro-course training is relatively high,and the scores in all dimensions of the technology acceptance model are also very optimistic.Then,after micro-course production training based on the TPACK theoretical framework,pre-service teachers have improved significantly in the levels of TCK-MC,TPK-MC and TPACK-MC.Among them,the improvement of TPK-MC dimension knowledge is the most important for the development of pre-service teachers’ TPACK-MC level.obvious.Technical usefulness,technical ease of use and learning motivation have also been significantly improved.According to the grading standard of the micro-class evaluation index,more than 90% of pre-service teachers’ micro-class works can be qualified,and about 31% of them can be rated as excellent,indicating that the pre-service teachers’ micro-class production ability has been significantly improved.Finally,according to the satisfaction questionnaire survey,most pre-service teachers agree that this training will help to better understand the new concept of micro-class production,increase the knowledge and skills of micro-class production,improve information technology literacy and enhance their advantages in employment competition..In summary,the TPACK-MC model proposed by fusing the TPACK theory with the knowledge of micro-class production helps to improve the ability of pre-service teachers to produce micro-classes,indicating that the model is effective.The results of this micro-course production training based on the TPACK theoretical framework are good,indicating that the training is effective.