Research On The Present Situation Of Pedagogical Content Knowledge Of Junior Middle School Math Teachers' Integration Technology In Xinjiang

Information technology is reshaping contemporary society and affecting the development of all walks of life.As a teacher,its Technological Pedagogical and Content Knowledge has increasingly become a hot spot and focus for investigating professional development.How about the current situation of math teaching knowledge integrating technology of math teachers in Xinjiang junior middle school? This study investigated this.Considering that the answers of Likert scale questions in the existing questionnaires are highly subjective,subjective and objective questions are added to improve the reliability of the questionnaire and test whether teachers' self-evaluation is consistent with objective evaluation,By constructing a new questionnaire and the Questionnaire on TPACK Status Quo of Junior Middle School Math Teachers in Xinjiang is finally compiled.The test questions are divided into seven dimensions,respectively: Technical Knowledge,Content Knowledge,Pedagogical Knowledge,Technological Content Knowledge,Technological Pedagogical Knowledge,Pedagogical Content Knowledge and Technological Pedagogical and Content Knowledge.In order to ensure that the questionnaire can cover all regions of Xinjiang,the questionnaire distribution channel mainly uses for some teachers who were trained in our school during the winter and summer holidays,and finally 146 valid questionnaires were obtained.Based on data analysis,found:(1)the average TPACK of junior high school math teachers in Xinjiang is 3.496,and it is situated in the option of "general coincidence" for Likert scale type questions;(2)the mean value of each dimension was calculated: pedagogical knowledge was3.75,technical knowledge was 3.63,and pedagogical content knowledge was 3.585,which were higher than the mean value.The level of content knowledge is 3.46,the technological pedagogical knowledge is 3.41,the is 3.345,and the technological pedagogical content knowledge 3.29,which is lower than the average level of the four dimensions.It can be seen that the seven dimensions of Xinjiang junior middle school mathematics teachers belong to the general level;(3)the years of teaching and regions become the main factors that affect the level of TPACK of junior high school math teachers in Xinjiang.Teachers with more than 15 years of teaching experience have better levels of each dimension,and the math teachers of junior high schools in northern Xinjiang have higher levels of math teachers in junior high schools in southern Xinjiang;(4)analyzing the subjective and objective questions in the questionnaire,it is found that the answers of the Likert-type questions of junior middle school math teacher in Xinjiang are inconsistent with the subjective and objective questions.The math teachers of junior high schools in Xinjiang have a good level of self-cognition,but the level of each dimension mastered in actual teaching is not good.