High School IT Teachers TPACK Level With A Case Study Of The Relevance Of Classroom Behavior

With the rapid development of information technology,there are higher standards for the application of information technology in the field of education,which also puts forward higher requirements for primary and secondary school teachers.Information technology teachers,as the closest group of teachers in contact with emerging technology,should constantly improve their technology integration ability,in order to better integrate technology with subject content and subject teaching method,and achieve the best teaching effect.Since TPACK theory was put forward in 2005,it provides a new research direction for teachers' professional development and the improvement of technology integration ability at home and abroad.Based on the above research background,this study takes TPACK theory as the research basis,and takes the teachers who have obtained the Ministry of education "excellent class" in the national education resources public service platform as an example to conduct a case study on the classroom teaching behavior and TPACK level of the selected high school information technology teachers,and summarizes the main classroom teaching behavior and TPACK level of the high school information technology teachers,Combing its classroom teaching behavior and TPACK relevance,so as to provide help for the majority of high school information technology teachers to improve their classroom teaching behavior,enhance TPACK level,and constantly promote the professional development of information technology teachers.Based on the grade span and the nature of the course,this study selects two information technology teachers from grade one and grade two of senior high school to analyze their classroom teaching videos.The research process is as follows: firstly,the selected classroom teaching video is transcribed;Secondly,based on TPACK coding rules and classroom behavior coding rules,the selected classroom teaching video is encoded;Then,it makes statistics and Analysis on the classroom teaching behavior of high school information technology teachers and the frequency and duration of TPACK elements;Finally,the frequency,duration and relevance of TPACK and classroom teaching behavior of high school information technology teachers are presented in the form of data visualization,and the relevant suggestions for sustainable development are put forward.The results show that:(1)in the classroom under the guidance of constructivism,the frequency and duration of teachers' control behavior are less than that of students' control behavior and interaction behavior.(2)High school information technology teachers have a solid grasp of subject content knowledge and teaching method knowledge,and are good at using technology and subject teaching method knowledge to effectively integrate,so as to improve the efficiency of classroom teaching.(3)High school information technology teachers are good at using technology in classroom teaching in questioning,explaining,giving guidance or instruction and interaction.Improving classroom teaching behavior can promote teachers' TPACK level.