An Empirical Study On The Integration Of Information Technology And High School Physics Curriculum Based On TPACK Theory

In the era of rapid development of information technology,information technology has provided a broader path for education and teaching.In April 2018,the Ministry of Education issued the action Plan of Education Informatization 2.0,mentioning to resolutely promote the effective integration of information technology and subject courses,and develop appropriate information technology knowledge to serve the teaching work of physics.In this context,the integration of information technology and subject curriculum has become one of the necessary skills for teachers,and it is a new path for the development of teachers’ professional skills.The author is keenly aware of the natural advantages of the integration of information technology and high school physics curriculum——Follow the reform direction of the Ministry of Education of high school physics curriculum standards,use appropriate information technology knowledge to help teachers better represent complex and abstract physics knowledge,change students’ attitude towards learning physics knowledge,and improve the efficiency of teaching classroom.TPACK theory is mainly formed by the mutual transformation of technical knowledge,related subject teaching method knowledge and subject content knowledge— —Subject teaching method knowledge of integrated information technology,namely TPACK.From the perspective of TPACK theory,the author will promote the integration of information technology and high school physics curriculum,optimize the teaching links,and improve the efficiency of teaching classroom.Based on the characteristics of physics,the appropriate information technology knowledge is used to transform and abstract physical knowledge,stimulate students ’interest in learning physics,and achieve the purpose of improving the efficiency of students’ internalized knowledge.With the constant update iteration of information technology,Tibet region information infrastructure construction also got the overall improvement,according to statistics,under the strong support of the country,Tibet at all levels of school information software and hardware equipment has overall new improvement,teachers’ information teaching level is gradually improve.The author searched a total of 83 research articles on the integration of information technology and high school physics courses through CNKI,among which 62 theoretical research articles on the integration of information technology and high school physics courses,accounting for75%,while the proportion of related empirical studies was too low,only25%.Especially in Tibet,few people conduct this research,both theoretical and empirical.Based on this,the author carried out an empirical study on the integration of information technology and high school physics curriculum in Lhasa.This study mainly needs to solve the following problems: 1.What is TPACK theory?2.How to use TPACK theory to complete the integration of information technology and high school physics curriculum?3.The principles and procedures that need to be followed in compiling information teaching design cases?4.How to show the written teaching design case in the empirical research stage to achieve the expected results?5.What methods are used to evaluate the teaching effect?The empirical study on the integration of information technology with TPACK theory and high school physics curriculum is quite feasible in schools in Tibet,which can improve the bad situation of physics education in Tibet,enhance students’ core literacy of physics,and promote the development of education informatization.Therefore,in order to understand the degree of integration of information technology and high school physics courses in Lhasa,Tibet in recent years,we must understand the current situation of high school physics teaching in Tibet in the teaching classroom.Summarize the shortcomings of traditional teaching,find the entry point for the integration of information technology and high school physics curriculum,improve the disadvantages of traditional teaching,improve the efficiency of classroom teaching,and achieve the purpose of integration.