The Analysis Of The Influencing Factors Of The Subject Teaching Knowledge Of The Integrated Technology Of Mathematics Normal Students And The Study Of The Training Model

The wide application of computers,Internet plus and communication technologies have removed the barriers to human communications that were produced by the traditional mode via material media.With the continuous improvement of educational informatization in our country,there are more expectations and challenges for teachers'knowledge structure and teaching quality in the future.In the environment of modern information technology,as the main source of future maths teachers,how pre-service teachers who major in mathematics at normal universities perform professional teaching with proper knowledge and skillswill exert a direct impact on the reform of mathematics education in the future.Besides,the performance of pre-service mathematics teachers will be actively influenced by educational technology.The ability to carry out information-based teaching has become a necessary professional quality for mathematics teachers.In 2006,Dr.Mishra and Dr.Kohler of Michigan State University proposed TPACK(Technological Pedagogical Content Knowledge),an extended concept of PCK formed by Professor Schulman,which has a new dimension of technology so as to explore and understand the knowledge required to effectively integrate technology into the teaching of a specific subject field.TP ACK is a general description of how teachers integrate technology into effective teaching.Because of the close relationship between mathematics and computer and information technology,the theoretical framework of TP ACK has a natural affinity with mathematics teaching.The mathematics teacher and pre-service mathematics teachers should be highly competent in TPACK,with a higher capability of presenting vivid and effective illustration of knowledge in class by selecting appropriate technology in the teaching process.Only by using appropriate technology and creating a good teaching environment,can we truly construct a unique teaching culture and form information-based teaching with an integration of technology and traditional teaching.This dissertation has focused on how the TPACK of maths teachers and pre-service mathematics teachers is constructed and how it can be significantly improved.This research falls into three stages.First,the comparison of the TPACK of pre-service teachers and in-service maths teachers is conducted to discover practical factors that improve TPACK.Secondly,the study explores internal and controllable factors that affect the TPACK of per-service mathematics teachers.Finally,on the basis of the previous analysis,a training model which can effectively improve the TPACK of pre-service mathematics teachers is constructed and tested by practice.In this study,qualitative research and quantitative research are combined.Based on existing TPACK questionnaires,a set of scales for testing the TPACK of pre-service teachers and in-service teachers is compiled in accordance with the content of mathematics.The reliability and validity of the scale have been confirmed by test.By using the scale,interviews and observation,the study makes a quantitative and qualitative analysis of the real situation of pre-service teachers' TPACK and the effect of the training model for them.At the same time,the scale and the method of semi-structured interview are adopted in the process of investigating the level of TPACK of in-service teachers and the application of information technology in the actual teaching situation.Through the comparison of TPACK between the two groups,the analysis facilitates the training of prospective maths teachers.The main conclusions are as follows:the level of pre-service teachers' TPACK is relatively low,showing noticeable differences from in-service teachers in TK,PK,PCK,TCK,TPK and TPCK,but the two groups do not differ from each other significantly in CK.Applying stepwise regression model analysis,it is found that pre-service teachers pay more attention to TPK,PCK and TK,while in-service teachers attach great importance to TPK,PK,TK and TCK.Differences in the length of service and professional title of in-service teachers generate significant differences in the main dimensions of TPACK.Through a comprehensive analysis,we can find that technical operation ability,the empirical knowledge and strategies to integrate with technology,and ideas in teaching have greatly affected the technology integration in actual teaching process.As indicated by the above analysis,the training of pre-service teachers should lay emphasis on empirical knowledge,strategies,new teaching ideas and individual differences.The corresponding suggestion is that educators should help pre-service mathematics teachers make adequate preparations to quickly adapt to the complex and changeable teaching environment under the influence of information technology,to connect well before and after the job,laying a solid foundation for pre-service mathematics teachers'independent professional development in the changing technological environment in the future.In the secondary stage,in order to understand the related factors that affect the TPACK of pre-service mathematics teachers,the study synthesizes influence factors of TPACK in the existing mature scale,and proves it to have good reliability and validity.Then explored are the relationships between the access of technology,information technology operation skills,the attitude to the application of technology,TPACK and TPACK professional self-efficacy.By establishing the structural equation model and fitting the data,the main factors influencing pre-service mathematics teachers' TPACK are determined.Through the structural equation modeling,it has been found that the main factors are the attitude to the application of technology and information technology operation skills,and the access to technology becomes an indirect predictive power about TPACK.Pre-service mathematics' teachers attitude toward technology application and the level of their TPACK are also direct influence factors of their TPACK professional self-efficacy.In the third stage,according to the results of the investigation and analysis,a waterfall training model of TPACK for pre-service mathematics teachers is constructed.Its validity in improving TPACK is verified in teaching practice of Microteaching plus Micorlecture.As is shown by the effect of teaching practice of pre-service mathematics teachersand their level of TPACK before and after tests,this waterfull training model,in combination with task-driven model and Microteaching plus Micorlecture,will effectively improve TPACK and provide reference for the development of teachers training programs.This study enriches and deepens the study of TPACK in the field of teacher education research from the perspectives of theory and practice.Finally,this paper points out the limitations and shortcomings of the study,and the issues to be further studied.