Research On Development Status And Promoting Strategy Of Mathematics Normal Students’ Technological Pedagogical Content Knowledge(TPACK)

With the development and application of information technology, it is necessary for teachers to integrate technical knowledge effectively in the teaching process. Technological Pedagogical Content Knowledge(TPACK) is a theory of knowledge for teachers to achieve the effective integration of technology and teaching. Therefore, it is very important to improve and develop mathematics normal students ability of TPACK.The aim of this research is to form a valid TPACK questionnaire and measure mathematics normal students’ level of TPACK. This research takes a depth interview method to explore the reasons that influencing the development of TPACK and then puts forward the promoting strategies of TPACK.This research adopts a combination method of quantitative and qualitative. According to TPACK theory and foreign authoritative TPACK scale, Mathematics Normal Student TPACK questionnaire is designed. This study takes subjects from sophomore to senior math major normal university students in Northeast Normal University. And randomly select two students from each grade in groups and conduct deep interviews to explore factors affecting students ’ TPACK level.The discoveries of the research are: 1. TPACK questionnaire has high reliability and validly. 2. All the students’ levels of TPACK get a good improvement. TK and CK have an obvious improvement; after junior study, PK、TCK、PCK、TPK、TPCK have an obvious improvement. 3. The five reasons affecting TPACK are: rationality of curriculum needs to be improved; the exemplary role of examples needs to be strengthened; the situation of the internship is not that ideal; students’ occupation identity needs to be improved; TPACK conversion is affected by various components.Based on the findings of this research and analysis, promoting strategies are put forward. Namely, reform the curriculum system and optimize the structure of the course; promote the TPACK level of teachers and optimize the structure of the faculties; optimize the mode of education practice and promote the level of TPACK; strengthen the vocational education and improve professional self-identity; strengthen the practice of education and promote the transformation of TPACK ability.