| With the continuous updating and development of the information society,education occupies a very important position in the reform.Information students also put forward some requirements for the integration of information technology and the teachers' ability of high school education and information technology curriculum.The research in the field of Informatics and the attention to educational ability put forward higher requirements for senior high school informatics teachers.As the main battlefield of teachers,TPACK theory also opens up a new field of vision for researchers to measure and evaluate teachers' information teaching ability.Therefore,the research on classroom teaching behavior and TPACK structure of high school computer science teachers is strengthened.Based on the above research background,the research select the "tutor one excellent lesson,lesson one teacher" activities in 87 2019 ministerial excellent lesson as the research sample,in high school information technology disciplines,for example,select the discipline teaching video as the research object,according to the theory of TPACK,starting from the teachers' teaching behavior,explore the ministerial excellent class in high school information technology teachers in the classroom teaching of teaching behavior characteristics and TPACK structure characteristics,and the teacher's classroom teaching behavior and the structure of TPACK both correlation analysis.In order to find the structural characteristics of teachers' TPACK in high-quality teaching videos,and then provide some strategies and suggestions for the development of TPACK of middle school first-class information technology teachers.In this study,after comparing four typical video analysis coding systems and combining with the seven elements of TPACK,a TPACK based classroom teaching behavior analysis system was formed with two dimensions of classroom teaching behavior and TPACK.Then,through the analysis of TPACK framework and high school information technology classroom,each coding behavior is quantified and described in order to prepare for the subsequent coding and analysis of case video.Combined with data analysis,it can be concluded that :(1)Teachers' TPACK core elements are mostly integrated in the complex elements,and occupy a relatively high proportion in classroom teaching.(2)High school information technology teachers have prominent information teaching ability.Teachers can fully integrate technical knowledge with subject content knowledge and pedagogy knowledge to achieve better teaching effect.(3)The various elements of teacher TPACK are closely related to classroom teaching behaviors,and different TPACK behaviors can be seen in different teaching behaviors.(4)Technology in the wonderful interaction between teachers and students.Teachers can use their own technology to promote better interaction between teachers and students,shorten the distance,and create a good teaching atmosphere.Through the analysis and summary of the data,the following development strategies are put forward for the TPACK of senior high school IT front-line teachers :(1)cultivate the core element ability and improve the TPACK level of teachers;(2)Pay attention to classroom teaching reflection and establish self-teaching resource library;(3)Pay attention to situational reasonable teaching design,strengthen the integration of information technology and curriculum;(4)Make full use of technical elements and focus on cultivating students' core qualities. |
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