Research On The Growth Path Of High School Mathematics Teachers' TPACK

Teachers are the key to the modernization of education in our country.In the era of rapid development of information technology,the promotion of educational informatization is an important link in the modernization of education."China Education Modernization 2035" clearly stated that it is necessary to accelerate the educational reform in the information age and use modern technology to accelerate the reform of the talent training model.As the first resource to promote the development of education,teachers must conform to the general trend of the development of the times,master the necessary information technology,and develop the teaching ability of integrating information technology.Technological pedagogical content knowledge(TPACK)provides a professional knowledge framework that meets the requirements of the times for the professional development of teachers.However,in practical applications,TPACK theory exposes many questions,such as how to define the knowledge dimension of TPACK and what factors will affect the growth of teachers' TPACK,which need to be answered under specific subject conditions.Therefore,the disciplinary research of TPACK is an important direction for future research.This research focuses on the growth of high school mathematics teachers' TPACK,mainly explores the structural relationship between the components of high school mathematics teachers' TPACK,and analyzes the key factors and main paths that affect the development of high school mathematics teachers' TPACK.First of all,by consulting the literature,we have a deep understanding of the related concepts and measurement status of TPACK,combined with the characteristics of mathematics,redefines the knowledge of different dimensions of TPACK,and summarizes the four effects of use environment,information technology training,attitude and self-efficacy.Secondly,two questionnaires were designed,namely "Questionnaire on TPACK Status Quo of High School Mathematics Teachers" and "Questionnaire on Influencing Factors of High School Mathematics Teachers TPACK",and collected data through questionnaire surveys.Then,preliminary sorting and testing are carried out,research hypotheses are put forward,with the help of SPSS 24.0,the structural equation modeling method is used to model the research hypotheses,and the correlation analysis of various influencing factors and demographic factors and TPACK is carried out.Finally,through interviews to verify the empirical results,construct the growth mechanism of high school math teachers TPACK,and use the teaching design case supported by high school mathematics teachers to explain the mechanism.Research indicates:(1)Information technology knowledge(TK)is the core of the TPACK structure of high school mathematics teachers;(2)The main path for the growth of high school mathematics teachers' TPACK is to promote the growth of information technology knowledge(TK);(3)The current information technology training cannot effectively improve the high school mathematics teachers' TPACK;(4)The use environment can strongly support the growth of high school mathematics teachers' TPACK.Based on the above four conclusions,three suggestions are put forward: playing the main position of information technology training of teacher;playing the main channel role of teaching practice;forming a TPACK-based teacher growth community.