Analysis On The Status Quo Of TPACK For Senior High School Geography Teachers And Research On Ability Improvement

The rapid development of information technology has brought great opportunities and challenges to current education and teaching,and it has also made teachers in the education field think about how to make information technology better serve teaching.The integration of information technology and subject teaching has successively experienced the Web Quest mode,TESL mode,and then to the TPACK(Technological Pedagogical and Content Knowledge),and it continues to mature.The TPACK model focuses on the knowledge and abilities required by teachers and the important role that teachers play in the integration of information technology and subject teaching.Therefore,this research uses the TPACK model and takes senior high school geography teachers as the research object.It uses questionnaire survey and interview methods to investigate the current status of TPACK teachers,and uses a design scale to quantitatively analyze the TPACK capabilities of high school geography teachers from seven dimensions,and summarize and analyze the existing On the basis of the problems and their reasons,a strategy for the improvement and development of high school geography teachers’ TPACK ability is proposed,in order to provide a reference for improving the information teaching ability of high school geography teachers.According to the research ideas of discovering,analyzing and solving problems,this research is mainly divided into the following parts:(1)Definition of core concepts and analysis of theoretical basis.Clearly define core concepts such as "TPACK" through literature review,and deeply analyze the degree of conformity between constructivist learning theory and TPACK,as well as the guiding role of informationized geography teaching,and provide a solid theory for the analysis of the current situation of high school geography teachers TPACK.in accordance with.(2)Analysis of the status quo of TPACK for high school geography teachers.First,based on the connotation and meaning of the elements of the TPACK model,explore the feasibility of combining the TPACK model with geography,and draw on the theoretical summaries of predecessors to design the "TPACK scale for high school geography teachers".According to the TPACK scale,taking geography teachers from many high schools in Shihezi City as an example,using questionnaire survey and interview methods to investigate their TPACK status,understand the high school geography teachers’ Technological Knowledge(TK),Pedagogical Knowledge(PK)and Content Knowledge(CK),Pedagogical Content Knowledge(PCK),Technological Content Knowledge(TCK),Technological Pedagogical Knowledge(TPK),and Technological Pedagogical and Content Knowledge(TPACK).Secondly,based on the results of questionnaire surveys and interviews with senior high school geography teachers,we summarized and summarized the problems reflected,and concluded that:(1)Teachers’ information technology is not used frequently;(2)Teachers’ TPACK ability training is insufficient;(3)Teachers’ information technology Relevant training is not in place;(4)Teachers provide few opportunities for students to practice informatization.Finally,explore the reasons for the TPACK problems of its high school geography teachers:(1)The school’s informatization teaching environment is not sound;(2)The teacher’s information technology application is not fully understood;(3)The school does not pay enough attention to the information technology training;(4)The teacher ignores the students’ information technology literacy training.(3)TPACK ability improvement and development strategies for senior high school geography teachers.In response to the current problems of TPACK senior high school geography teachers in Shihezi City,first of all,from the external level of the country,society and schools,countermeasures are proposed:(1)Improve technical facilities and improve the development environment of information technology;(2)Intensify publicity and guide the establishment of TPACK learning awareness;(3)Optimize teacher training and cultivate the ability to apply information technology;(4)Strengthen cooperation and exchanges to build a TPACK learning community.Secondly,the corresponding strategies are proposed from the teacher’s own development:(1)Strengthen the professional knowledge of geography and lay the foundation of CK and PK;(2)Establish the awareness of information technology application and enhance the ability of TPACK;(3)Highlight the main status of students and cultivate information technology literacy.Finally,an empirical study was conducted on the internal improvement strategy of geography teachers’ TPACK capabilities: the flipped classroom teaching model was chosen,taking the part of the "evolution of the river valley" as an example,and the penetration of geography teachers’ TPACK in teaching activities to verify the feasibility of the strategy Sex.(4)Conclusions and prospects.Summarize the basic conclusions of this study,then analyze its shortcomings and innovations,and look forward to the prospects for future development.