A Study On The Impact Of TPACK Of Primary Mathematics Teachers On Their Teaching Style

Under the background of the era of education informatization,information technology is continuously integrated into the field of education,and teachers’ teaching methods and means are also changing with the times,which not only produces new requirements for teachers’ traditional knowledge structure,but also poses new challenges for teachers how to effectively integrate modern information technology into real classroom teaching,and teachers’ teaching style has a direct relationship with the effect of teaching.At present,foreign studies have proved that the TPACK ability of pre-service teachers is one of the important reasons affecting their teaching style,China has not yet had an empirical study to analyze the relationship between elementary school mathematics teachers TPACK and their teaching style.Therefore,this paper uses TPACK as the knowledge structure of primary mathematics teachers to explore whether and to what extent TPACK has an influence on their teaching style.In order to explore how TPACK affects the teaching style of primary school mathematics teachers,this paper mainly focuses on the seven sub-dimensions of TPACK knowledge,and discusses the knowledge of each dimension and the influence of TPACK on their teaching style.The paper collected data from primary school mathematics teachers in some cities in the province,and collected a total of 387 valid sample data.The SPSS data statistical analysis software was used to analyze and test the reliability and validity of the two scales,and descriptive statistics,difference analysis,correlation analysis and regression analysis were carried out on the research data.The results from statistics and analysis show that:(1)the overall level of TPACK of primary mathematics teachers is above average,the technical knowledge(TK)is relatively low,and the composite knowledge score related to technology is also low,and the scores of subject content knowledge(CK),pedagogy knowledge(PK)and subject pedagogy knowledge(PCK)proposed by Schulman are more.(2)The general characteristics of the current teaching style of primary school mathematics teachers are that they tend to be legislative,radical and judgmental,and deviate from conservative and executive.(3)There are significant differences in TPACK level and teaching style of primary mathematics teachers due to gender,educational background,teaching experience,and school nature.(4)There is a significant correlation between TPACK and teaching style of primary school mathematics teachers,and TPACK has a significant impact on their teaching style.Among them,there is a strong correlation between technology-related knowledge and radical,judgmental and legislative teaching styles,and there is a strong correlation between CK and PK and overall teaching styles.Based on the above analysis,in order to better improve the TPACK level of primary school mathematics teachers and the mature and diversified teaching style,concrete suggestions are put forward according to the research conclusions: teachers should improve their technical knowledge and strengthen the integration of technical knowledge and subject education and teaching knowledge;Updating cognition promotes mature and diversified teaching style;Enhancing self-learning and self-reflection awareness.The external construction of teachers needs to strengthen the construction of information teaching environment and build the communication and development platform of teacher professional development.To construct the quality evaluation and incentive mechanism in line with the professional development of primary school mathematics teachers.