The Current Situation And Improvement Strategies Of Technological Pedagogical Content Knowledge Of Music Teachers In Primary And Middle Schools ——Taking Xingtai City, Hebei Province As An Example

With the wide application of technology in the teaching field of various disciplines,it also puts forward the requirements for the ability development of music educators in China to keep pace with the times.The effect of Technological Pedagogical Content Knowledge(TPACK)of music teachers is increasing quickly.This study uses literature analysis,questionnaire survey and interview methods to inquire into the current situation of TPACK among 120 primary and middle school music teachers in Xingtai City,Hebei Province.By using SPSS25.0 to conduct statistical analysis on the reliability,validity and result data of the questionnaire,and conduct teacher interviews with the questionnaire,analyze the problems existing in the current situation of TPACK for music teachers in primary and middle schools in Xingtai City,Hebei Province,and propose improvement strategies.The main research results of this paper are as follows: The TPACK level of music teachers in primary and middle schools in Xingtai City,Hebei Province is in the upper middle level,and The average score of the seven dimensions of music teacher TPACK is ranked from high to low in order of CK>PCK>PK>TCK>TPK>TPACK>TK,among the seven dimensions,CK,PCK,and PK are above the overall level,while TCK,TPK,TPACK,and TK are all below the overall level.Among them,the average score of subject knowledge(CK)is the highest,and the mastery of technical knowledge(TK)is less ideal.In general,the TPACK level of male teachers in this study was higher than that of female teachers,but the difference was not significant.Gender and teaching age has no significant effect on the difference of TPACK level of primary and middle school music teachers,but the professional title and the frequency of participating in the training of "Modern Educational Technology" have a more significant effect.According to the analysis of the results,the author found the following problems: school teaching conditions and emphasis need to be improved;music teachers' technical training and assessment methods are single;music teachers' technical knowledge and learning awareness are weak;two types of teachers have different teaching levels and abilities.According to the problem,the following improvement strategies are proposed: improve teaching equipment and expand resource channels;enrich training activities and build an assessment mechanism;strengthen learning concepts,summarize and reflect in a timely manner;establish a mentor-apprentice relationship to promote healthy development.