Empirical Research On Contextual Factors Of TPACK Ability Development Of Full-time Master Of Education

With the rapid development of information technology,the education industry has been affected by the unprecedented impact.As a new force of teachers,Full-time Master of Education needs to keep pace with the times and innovate their own knowledge system to deal with the era of educational digitization.The theory of Technological Pedagogical Content Knowledge provides a good entry research point for further research on deep integration of information technology and disciplines.Contexts refers to the situation of TPACK capability generation,which is formed by the synergy of many factors and can promote or hinder the development of TPACK capability.Therefore,it is necessary to study what contextual factors will affect the development of TPACK ability of Full-time Master of Education,and how to cultivate and improve the TPACK ability of Full-time Master of Education according to these contextual factors.This study mainly explores the contextual factors of TPACK for Full-time Master of Education,the relationship between the contextual factors and the influence degree of the constituent elements of TPACK ability by the contextual factors,so as to put forward effective countermeasures for the cultivation of TPACK ability for Full-time Master of Education.In order to achieve the above research purposes,this study summarizes and analyzes the research status of TPACK,expounds the concepts and theoretical basis of the study,then summarizes that the contextual factors affecting the TPACK ability of Full-time Master of Education include policy,facilities and equipment,training,self-efficacy and motivation,internship or practice and learning atmosphere.This study designed the "TPACK Contextual Factors Questionnaire of Full-time Master of Education " and "TPACK Ability Questionnaire of Full-time Master of Education ",then taking the Full-time Master of Education of G University as object of the study to investigate and collect data.This study uses ways of structural equation model,correlation analysis and multiple linear regression analysis to analyze the collected data,and constructs the relationship diagram of TPACK contextual factor of Full-time Master of Education.After analyzing data,this study comes to the following four conclusions: The six contextual factors can be divided into individual and external types;the hypothesis path of contextual factors of TPACK on Full-time Master of Education is proved;a clear correlation between the six contextual factors and the constituent elements of TPACK of Full-time Master of Education was found;The influence intensity of the six contextual factors on the constituent elements of TPACK for Full-time Master of Education is determined by the amount of variation that can explain the constituent element.From the perspective of different contextual factors,this study puts forward six countermeasures to enhance the TPACK ability of Full-time Master of Education: Enhance the TPACK ability of Full-time Master of Education by strengthening the guidance and support of policies;Make full use of facilities and equipment to increase the exposure of Full-time Master of Education to technology;Promote TPACK knowledge acquisition of Full-time Master of Education based on real situation through training;Create a good TPACK knowledge acquisition atmosphere for Full-time Master of Education;Make good use of people,things and materials to create learning conditions for Full-time Master of Education to acquire TPACK knowledge;Enhance the self-drive of TPACK acquisition of Full-time Master of Education.