| Education is an important cornerstone of the development of human society.With the continuous development of information technology,the education informatization has become a hot topic for contemporary educators.Our country is currently actively implementing the strategy of rural revitalization.To achieve the goal of rural revitalization,education must be in advance.The key to the development of rural education is teachers.Therefore,the construction of the teaching team must be placed in the strategic position of priority development.At present,the level of information technology of rural teachers in our country is generally low,and it is difficult to use information technology proficiently in subject teaching.But TPACK provides a reasonable solution for the integration of information technology and subject,which is beneficial to improve the teaching level of integrated technology of geography teachers in rural middle schools.This paper adopts a combination of quantitative and qualitative research methods to conduct questionnaire surveys and interviews with geography teachers in rural middle schools,use professional software to conduct descriptive statistical analysis on the status of TPACK of geography teachers in rural middle school in Chongqing,and make a descriptive analysis of the influencing factors.Then,the paper analyzes the current situation and reasons of TPACK geography teachers in rural middle school in Chongqing,and puts forward suggestions for the training of geography teachers TPACK in rural middle school in Chongqing,so as to improve the TPACK level of geography teachers in Chongqing rural middle schools.Research shows that,first of all,the overall TPACK level of geography teachers in rural middle school in Chongqing is at a medium level.The geography teacher in the rural middle school has scored 2.58 for Technological Knowledge(TK),3.25 for Content Knowledge(CK),3.63 for Pedagogical Knowledge(PK),4.17 for Pedagogical Content Knowledge(PCK),3.13 for Technological Content Knowledge(TCK),3.34 for Technological Pedagogical Knowledge(TPK),3.08 for Technological Pedagogical and Content Knowledge(TPACK),3.88 for Context Knowledge.Then,the scores of PCK and Context is relatively high,while the average value of other dimensions are at a medium level.Secondly,the geography teachers of rural middle schools in Chongqing generally score low on knowledge related to technical dimensions,and the single dimensional knowledge is generally better than the compound-dimensional knowledge.The minimum score for TK of geography teachers in rural middle schools is 2.58.At the same time,the scores of TCK(3.13points)and TPK(3.08 points)are also low.Geography teachers of Chongqing rural middle schools have a low score on technology.The representation of knowledge still remains in simple multimedia technology,which indicates that the level of technology-related teaching knowledge of teachers in Chongqing rural schools should be improved.The research also shows that there are some differences in the TPACK level of geography teachers in Chongqing rural middle schools in terms of gender,teaching age,educational background,and majors.There is a significant positive correlation between gender,majors and CK,PK,PCK,TCK,TPK,TPACK,Context;There is a significant negative correlation between teaching age and CK,PK,PCK,TCK,TPK,TPACK,Context;there is no correlation between gender,teaching age,major and TK;There is no significant correction between educational background and professional titles and TK,CK,PCK,TCK,TPK,TPACK,Context.This article points out that there are four main reasons for the difficulty in integrating information technology and geography teaching of geography teachers in rural middle school in Chongqing.The first is the limitation of their own sake.Teachers with longer teaching experience think that new technology is more difficult to learn and are not proficient in software operations;secondly,the limitation of school conditions.Rural middle schools generally do not have geography teaching laboratories,and they have not purchased digital resources of geography courses;thirdly,the limitation of teaching tasks and time.Rural teachers believe that first-line teaching is mainly based on test scores to evaluate student's learning effects,and the main task of teachers is to improve student's performance;finally,teachers have not been learned to the latest knowledge in time and lack of corresponding practical training.Based on the status quo of TPACK of geography teachers in rural middle schools in Chongqing,this paper proposes promotion strategy for TPACK for geography teachers in rural middle schools in Chongqing at macro-level,meso-level and microlevel,which mainly includes the government and relevant departments,schools,and teachers.From the perspective of macro level,the government and relevant education departments should do the following: at first,providing support for the construction of informatization of rural middle schools;secondly,strengthening the construction of teaching software and hardware to enrich the teaching resources of rural middle schools;finally,transforming the training methods to achieve the organic combination of theory and practice.From the perspective of the meso level,Chongqing rural middle schools should do the following: firstly,strengthening the construction of the teaching staff and improving the information teaching level of Chongqing rural geography teachers;secondly,increasing inter-school cooperation and providing opportunities and places for the development of TPACK;thirdly,creating a teaching and researching community to share learning results.From the perspective of micro level,geography teachers in rural middle school in Chongqing should do the following: Firstly,updating teaching concepts and enhancing awareness of integrated technology teaching;secondly,participating in teaching practice activities to strengthen the learning of educational information technology;thirdly,carrying on the teaching reflection,and improving the information technology teaching level. |
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