Research On The Classroom Behavior Of Middle School Science Teachers Based On TPACK

With continuous development of modern information technologies such as Internet technology,smart space technology,projection technology,and electronic whiteboard technology,education has gradually moved towards more information intelligence.The integration of modern information technology and classroom has created a new classroom learning environment for educators and learners.In line with this development trend,the ability of middle school teachers to master integration of subject content and modern information technology has obviously become one of important parts of teacher professional development.The analysis based on Technological Pedagogical Content Knowledge(TPACK)framework provides new opportunities for deep integration of modern information technology and education and teaching,the development of teachers' careers,and the improvement of teachers' information literacy.Biology,physics,and chemistry in middle schools are highly logical and applicable disciplines to explore things and their changing laws.At the same time,ability of science teachers in middle schools to integrate information technology with subject teaching knowledge also determines behavior of science teachers.Therefore,this study uses literature analysis,video analysis,and statistical analysis.Theoretical basis of this research is the TPACK framework proposed by American scholars Mishra and Koehler,the improved Flanders Interaction Analysis System(iFIAS)proposed by Chinese scholar Fang Guanghai,and scholars He Kekang,Wang Yining,and Zhang Hai proposed classification and coding table for classroom behavior teaching media.Based on their research,they were systematically integrated and expanded,and finally compiled into a classroom interaction behavior analysis coding table covering three levels of TPACK structure,classroom behavior,and teaching media.From perspective of each research subject 's own TPACK structure,quantitative analysis of classroom teaching videos of middle school science teachers is conducted to explore characteristics of classroom teaching behaviors presented by middle school science teachers under the TPACK framework and how middle school science teachers use TPACK theory to integrate modern media In classroom.Conclusions of this study are as follows.The cumulative use of information technology-supported teaching media(IL,II,IC,IA,IP,ID)has occupied most of classroom time in high school science classrooms.Among them,use of information technology supported declarative media(IL)has become a regular teaching strategy in classroom teaching.In Lag Sequential Analysis,TPACK levels of several science teachers have fluctuated smoothly throughout lesson,and relative centrality values of teachers' CK,PK,TK,TCK,and PCK are also between(-1 <RC-value <1),has no impact on teacher TPACK as central node of entire network center.In addition,through classroom behavior lag sequence analysis,it was found that middle school science teachers all showed more than ten significant behavior paths.At the same time,after induction,four middle school science teachers showed multiple classroom behavior paths.Obvious consistency and these four classroom behavior paths have their own unique characteristics.This study explores classroom behavior model of middle school science teachers based on TPACK framework,and aims to provide more high-quality classroom resources for majority of middle school science teachers,to promote middle school science teachers to continuously reflect and update their TPACK knowledge structure,and to improve science teachers Information technology and curriculum integration capabilities provide reference.In addition,it also provides a reference for relevant education departments to build an excellent education environment,update evaluation standard of science teaching in middle schools,and improve evaluation standard of information technology integrated teaching capacity of middle school science teachers.