A Study On The Current Situation Of TPACK Level Of Kindergarten Teachers In The Central District Of Kunming City

With the in-depth development of educational informatization and teachers ’TPACK theory,the evaluation of preschool teachers ’ teaching knowledge system in the field of integrated technology is an effective way to improve preschool teachers ’TPACK ability.Based on quantitative research and qualitative research,this study carried out a survey on the current situation of TPACK of preschool teachers in the central urban area of Kunming,and combined with SPSSAU tools to analyze its influencing factors.According to the data results of the survey and the analysis of influencing factors,from the micro,meso and macro levels,it provides targeted improvement suggestions in order to promote the improvement of TPACK comprehensive ability of preschool teachers in the future.This study mainly adopts the method of questionnaire survey.On the basis of the basic information of preschool teachers,according to the existing mature TPACK scale(Schmidt,Liang Zhizhong and Yu Xingchu),the final questionnaire is formed,and the influencing factors are discussed in combination with semi-structured interviews.Through the above investigation,the following research results are obtained :(1)The TPACK of preschool teachers in the central urban area of Kunming is generally above the average level.(2)There are significant differences in the levels of CK,PK,PCK,TK and TPACK among preschool teachers in this area in terms of age,teaching age,kindergarten level and type,high school teacher qualification certificate,higher education experience,technical training times and interdisciplinary experience.(3)There are significant differences between TPTCK level and professional title,teacher qualification certificate,basic education background,the number of technical training of preschool teachers and interdisciplinary experience.(4)There is no significant difference in the overall level of TPACK between gender,ethnic group and preschool teachers.(5)The TPACK development of preschool teachers in the central urban area of Kunming is influenced by preschool teachers themselves,kindergarten environment,education-related departments and society.The influence of preschool teachers includes three aspects : teachers ’ active cognition of TPACK,teachers ’educational experience and teachers ’ educational work experience.The environmental impact of kindergartens includes the training of teachers ’ information technology ability and the support of sustainable hardware and software facilities in kindergartens.The influence of education-related departments includes the shortcomings of pre-service training in normal universities,the importance of education-related departments to teachers ’ TPACK literacy,and the lack of two-way communication and feedback mechanism between pre-service training of preschool teachers and post-service employers.Based on the above research results,this paper puts forward support strategies to improve the TPACK level of preschool teachers from the level of preschool teachers themselves,kindergartens and education-related departments.First,at the level of preschool teachers,enhance preschool teachers ’ cognition and understanding of TPACK,enhance preschool teachers ’ subjective initiative in improving TPACK level,and practice the concept of lifelong learning at the level of TPACK improvement;second,the support strategies at the kindergarten level include : optimizing the training mechanism,funding and software and hardware resources support;third,the support strategies at the level of education-related departments include : pre-service training units optimize TPACK literacy training courses for preschool teachers,education administrative departments optimize TPACK literacy evaluation and training systems for preschool teachers,and universities establish pre-service and post-service communication feedback mechanisms based on the ’ U-G-K ’ talent training model.