Research Of The Teaching Knowledge Structure Of Fine Arts Teachers In Primary School From The Perspective Of Technology Integration

With the rapid development of technology,deep integration of information technology and curriculum has become the norm in education and teaching today.Educational informationization has brought new opportunities and challenges to the development of teacher education.Integrated technical subject teaching knowledge(Technological Pedagogical Content Knowledge,TPACK for short)is a systematic theory to interpret the knowledge structure of teachers in the context of in format ionization,and has become a necessary knowledge system for teachers in the new era.Although researchers have carried out a large number of TPACK researches,these researches are still not sufficient for TPACK research in a specific teaching situation.TPACK discipline is an unstoppable development trend of current research.As far as the art subject is concerned,how the structure of art teachers' teaching knowledge keeps up with the development of the times is one of the primary tasks of current research.This research aims to make a preliminary focus on the structure of art teachers' teaching knowledge.The research ideas are as follows.First,select primary school art teachers as the research object,and propose an integrated technology-integrated Technical Pedagogical Fine Arts Knowledge(TPFAK);secondly,use research methods such as survey research,structural equations,and video analysis to establish its structure The scientific nature and the effectiveness of practice were studied;again,by explaining the conceptual connotation of each element of the TPFAK model,establishing the relationship structure between the elements,exploring the reality of primary school art classrooms,and observing and mining various factors that influence the formation of differences in TPFAK;Finally,a teacher education strategy to establish a reasonable structure of primary school art teachers' teaching knowledge is proposed to provide assistance and support for the improvement of primary school art teachers' professional development.The thesis consists of an introduction and a main body(five chapters).The introduction mainly made a brief statement from the research origin,research purpose and research significance,literature review,theoretical basis,research design and methods.The first chapter is the construction of the TPFAK knowledge structure framework for primary school art teachers.Based on theory,this part constructs the knowledge structure framework of TPFAK for primary school art teachers,explains the connotation of TPFAK knowledge structure for primary school art teachers,and clarifies the seven elements of the structure.And in accordance with the three levels of relationship from the outside to the inside,from thefoundation to the core,from single to composite,the elements are layered,and six structural features of integration,contextualization,dynamic,practical and creative are proposed.The second chapter is the research on the construction of the TPFAK teaching knowledge structure model for primary school art teachers.The study uses the TPFAK knowledge level measurement tool for primary school art teachers to carry out the measurement.Through the statistical analysis tool of the AMOS structural equation model,the influence relationship of the seven elements in the TPFAK knowledge structure is modeled and corrected,and finally a primary school with a better fit is obtained Art teacher TPFAK knowledge structure model,and verified the mutual influence between various elements.The third chapter explores the reality of primary school art teachers' classroom teaching based on the TPFAK structural model.Use the video analysis method,combined with the classroom analysis visual knowledge tool(Observed Known on Classroom,abbreviated as OKC)to obtain the duration coverage and frequency of each coding element,conduct a comprehensive comparative analysis from the three perspectives of teaching behavior,media application,and TPFAK,and explore elementary schools The classroom presentation method and structural characteristics of the TPFAK structure of art teachers are used to examine the reality of primary school art teachers' classroom teaching.The fourth chapter is the research on the influencing factors of the difference of TPFAK knowledge structure of primary school art teachers.This part uses the interview method to conduct interviews with primary school art teachers of different TPFAK levels(high level,medium level,low level),and organizes the interview data based on grounded theory,and finally summarizes and analyzes the common difference factors of primary school art teachers TPFAK,respectively.Personal factors,organizational factors,disciplinary factors,environmental factors and technical factors,and constructed the primary school art teacher TPFAK influencing factors model.The fifth chapter is the construction of the cognitive level model of the primary school art teachers' structure and the strategy proposal.Based on the above research results,a three-layer "cognitive hierarchy model based on the structure of art teachers" was constructed;based on this cognitive model,it was proposed to use integrated technology,teaching methods and disciplines as a catalyst to promote the professional growth of art teachers;to use innovation and practice as art Teachers' actions to reform the education process and promote student training are critical.Overall,this research proposes the TPACK subject-oriented elementary school art teacher TPFAK knowledge structure,and based on survey research and data analysis,it verifies the internal relationship,reality and difference influencing factors of the TPFAK structure.It is hoped that through this research,new ideas and application strategies will be provided for optimizing the structure of primary school art teachers' teaching knowledge,promoting the professional development of primary school art teachers and improving the teaching concepts of primary school art teachers.