The Research On Present Situation And The Countermeasures Of TPACK Of Mathematics Teachers In Junior High Schools

The21st century is the information society, the rapid development of informationtechnology has huge impact on the field of education, puts forward higher demand onteachers’ professional development.Information technology application ability is the necessaryprofessional ability for teachers in the information society. Technological PedagogicalContent Knowledge (TPACK) is the core professional knowledge for teachers in theinformation age, the knowledge foundation of the teachers’ ability of information technologyapplication, it directly influence the development of teachers’ information technologyapplication ability. Mathematics is one of the key disciplines of basic education in China, andinformation technology has profoundly affected many aspects such as education objectives,curriculum contents, teaching and learning mode of mathematics. The level of Mathematicsteachers’ TPACK determines their ability of applying information technology in mathematicsteaching, has a direct influence to achieve the goals of mathematics teaching. Therefore, weresearched the status quo and characteristics of mathematics teachers’ TPACK of junior Highschool.Technological Pedagogical Content Knowledge (TPACK) in this study is defined as a newknowledge system which reconstructed and formed by integrating the technical knowledge,teaching knowledge and the subject matter knowledge, is the foundation for teachers to teacheffectively using technology. It performances as, teachers consider technical knowledge,teaching knowledge and knowledge of subject content in specific teaching situation of theteaching practice and convert it to a teaching knowledge of flexible solution to solve theteaching problem.This research mainly adopts the method of questionnaire, interview survey to collect data.The dimensions of TPACK of junior High school mathematics teachers were identified as thefollowing five, referenced to the discipline of Pedagogical Content Knowledge (PCK) ofmathematics teachers and based on the research results of Technological Pedagogical ContentKnowledge (TPACK): The overarching concept, the student’s understanding of knowledge,curriculum knowledge and curriculum resources, the evaluation of teaching as well asinstructional strategies of integration technology in mathematics teaching. Based on this, wecompiled the survey questionnaire of mathematics teachers’ TPACK in junior High school. The questionnaire was revised and tested by exploratory factor analysis and confirmatoryfactor analysis to obtain a higher validity and reliability.Through the survey of276mathematics teachers of junior High school in YanTai, we foundthat the status and the characteristics of mathematics teachers’ TPACK in junior High schoolas follows:(1) the overall level of the junior High school mathematics teachers’ TPACK inaverage and upper, there are large space of ascension. The five dimensions of Mathematicsteachers’ TPACK levels from high to low in turn as follows: concept, curriculum, students,teaching, assessment.(2) There is no significant difference of teachers’ TPACK level in thegroups of teachers but there are significant differences in the five dimensions of TPACK;Different stages of competent teachers have significant difference in the overall level of theTPACK, also have significant difference in the five TPACK dimensions. The expert teachersare higher than the non expert teachers in both the overall level of TPACK and the level ofeach dimension; Mathematics teachers participated in the modern education technologytraining have a slightly higher score than those did not participate in the training in both theTPACK and each dimension, but there were no significant differences in the overall TPACKlevel of the two types of teachers.This research analyzed and discussed the reason of the present situation of junior Highschool mathematics teachers’ TPACK. In order to further improve the level of teachers’TPACK and promote the professional development of teachers and education informatizationconstruction, the research put forward the countermeasures and suggestions on thedevelopment of TPACK from three aspects, such as the education management departments,teacher training institutions and teachers self management.