Practice Research On Chemistry Teaching Of Senior One Based On TPACK Framework

With the continuous development of science and technology,informatization is promoting the reform of educational technology and educational methods.As the guide and organizer of educational activities,front-line teachers need to keep abreast of the times and improve their technology level.The "Ten-Year Development Plan for Education Informatization(2011-2020)" "Education Informatization 2.0 Action Plan" and "China Education Modernization 2035" issued by the Ministry of Education suggest that education should combine science and technology,actively promote the change of talent training mode,and strive to achieve the goal of moving into a strong education country.And Technological Pedagogical Content Knowledge(TPACK)theory is to combine pedagogical knowledge and subject content knowledge with technology for quality teaching.Based on this,an attempt is made to construct an instructional design model for senior chemistry based on the TPACK framework,which is guided by TPACK theory and applied to practice.The TPACK level of senior chemistry teachers affects teachers’ instructional design ability and implementation.To understand teachers’ TPACK level,a questionnaire was designed concerning existing scales,which included seven dimensions with 27 questions,109 teachers were selected as the subjects of the questionnaire,and the collected questionnaire data were analyzed for reliability and validity.The results of the scale also showed that the overall level of teachers’ TPACK was average,and the order of the three single elements was CK,PK and TK.The TPACK-based teaching design model for senior high school chemistry was developed,the design ideas and design process were clarified,and three chapters of the Human Education Version of senior high school chemistry were used as specific teaching design cases,namely,"Molar volume of gases" "Chemical reactions and electrical energy" and "Reactive substances".These are "Molar volume of gases" "Chemical reactions and electrical energy" and "Sodium as a reactive metal".To test the effectiveness of the TPACK framework-based chemistry teaching practice model in the first year of high school,two parallel classes in the first year of high school in a provincial model high school were selected for the teaching practice,in which students in the control class were taught according to the original teaching model and students in the experimental class implemented the TPACK framework-based chemistry teaching design model.After one semester of practice,the post-test scores were analyzed using SPSS26.0 software,and it was found that the average score of the experimental class with TPACK framework-based instruction was 5.1487 points higher than that of the control class with conventional instruction,as well as an interview survey with students and teachers,indicating that the implementation of the TPACK framework-based chemistry instructional design model for senior high school students helped improve students’ academic performance and chemistry classroom efficiency,helped students understand The implementation of the TPACK framework-based senior chemistry instructional design model helped improve students’ academic performance and chemistry classroom efficiency,and helped students understand the important and difficult points of chemistry.It has some promotional value.