| The promulgation of the Action Plan for Educational Informationization 2.0 is a historic leap from 1.0 to 2.0 in China’s educational informationization and an important turning point in the pursuit of educational modernization.The new technology produced in the new era will inevitably innovate the current situation of education.Information-based teaching resources,information-based teaching platforms,network learning space,Internet+education will have a subversive impact on pre-service teachers’ TPACK in the era of information-based education 2.0.In the new situation,it puts forward higher requirements for pre-service teachers to adapt to the new form of education.For this reason,it is of great significance to study the development of subject teaching knowledge of pre-service teachers’ integrated technology in the iteration process of information updating,and it also lays a solid foundation for pre-service teachers to become information-based education practitioners and innovators smoothly in the future.In view of this,this thesis uses structural equation model analysis and other research methods to construct and validate the influence factors model of TPACK for pre-service teachers in the era of Information Technology 2.0 on the theoretical basis of information system continuous use model and planning behavior theory,to explore the direct and indirect effects of each factor on TPACK,and to further propose the strategy of TPACK promotion.Specific research work mainly includes the following three aspects:(1)The definition and development status of TPACK for pre-service teachers in the education information 2.0 era.Under the guidance of constructivist learning theory,information technology and curriculum integration theory,this study defines the constituent elements of TPACK in the context of this study based on the connotation of TPACK proposed by predecessors.Concept definition.In addition,based on the Schmidt and Chai maturity scales,the TPACK questionnaire suitable for this research situation is designed and developed,and the development status of pre-service teachers TPACK in the education information 2.0 era is analyzed.(2)Construction and test of influencing factor model of TPACK for pre-service teachers in the era of Education informatization 2.0.The influencing factors model of TPACK for pre-service teachers is constructed based on the theory of expectation confirmation theory and continuous use model of information technology,planned behavior.Questionnaire survey method was used to obtain research data,structural equation model method was used to conduct confirmatory factor analysis on the TPACK influencing factor model,and the fitting analysis and path analysis of the model were combined with the actual data analysis results,and finally the research hypothesis was verified.Furthermore,the correlation between the influencing factors and the components of TPACK is further discussed to improve the model.(3)The TPACK promotion strategy for pre-service teachers in the education information2.0 era is proposed.Based on the pre-service teacher TPACK influencing factor model and the direct or indirect path relationship of each factor to TPACK,combined with the actual situation of this research,the pre-service teacher TPACK promotion strategy is proposed,in order to provide for the personal future development of pre-service teachers and the formulation of pre-service teacher training plans in universities Reference meaning.As each work progressed,this search resulted in the following three search results:(1)Determine the connotation and development level of TPACK for pre-service teachers in the era of education informatization 2.0.It is found that the technology-related knowledge in TPACK knowledge of pre-service teachers is above the average level,among which the level of technical knowledge is the lowest.The rest from high to low are the knowledge of integrated technology teaching method,integrated technology subject content knowledge,integrated technology subject teaching method knowledge.There is no difference in the gender of TPACK of pre-service teachers.There are significant differences between TK and TCK in grade.(2)The influencing factor model of TPACK for pre-service teachers in the era of education informatization 2.0 was constructed and tested.In this study,AMOS 23.0 was used to test the theoretical model,and the model fit index provided by AMOS was used to test whether the model fit well,and the influencing factor model of TPACK of pre-service teachers with good fit was constructed.The direct and indirect path relationships among variables in the final model are significantly established,and all the hypotheses in this study are valid.The empirical results show that as the only variable that has a direct influence on TPACK,the direct influence relationship on TPACK is significantly established,indicating that the stronger the intention of continuous use of technology in teaching,the higher the TPACK knowledge of pre-service teachers.Post-use perceived usefulness,satisfaction,self-efficacy and subjective norms directly affect the intention of continuous use and have significant effects,and indirectly affect TPACK.Expectation validation has a significant direct effect on perceived usefulness and satisfaction after use,as well as an indirect effect on TPACK.The influencing factors were significantly correlated with TK,TCK,TPK and TPCK.(3)This thesis puts forward the strategy of TPACK promotion for pre-service teachers in the era of education informationization 2.0.Through the level analysis of pre-service teachers’ TPACK knowledge and the result of influencing factors model construction,this thesis puts forward the strategies of pre-service teachers’ TPACK promotion from the aspects of enhancing their intentions of continuous use of technology,enhancing their perceived usefulness and satisfaction after use of technology,enhancing their sense of self-efficacy,and enhancing their subjective norms,so as to provide reference for pre-service teachers’ TPACK knowledge promotion.Based on the existing TPACK research results,this study focuses on the continuous development of TPACK knowledge by pre-service teachers,and based on the theoretical basis of expectation confirmation theory and continuous use model,planned behavior theory,it constructs and verifies the influencing factors of pre-service teachers’ TPACK in the education information 2.0 era The model analyzes the path relationship of each influencing factor to the pre-service teacher TPACK and the path relationship between each influencing factor.Based on the existing research and the conclusions of this research,a strategy to improve the TPACK of pre-service teachers in the era of educational information 2.0 is proposed,which provides a reference for the promotion of pre-service teachers. |
