Survey Of High School Math Teachers’ TPACK And Its Development Strategy

The rapid development of information technology has brought great changes to people’s daily lives. Meanwhile informationizing education has been brought in our teaching, for it is considered to be major initiatives to promote educational reform and development. Technological Pedagogical Content Knowledge (TPACK), as core part of informationizing education, having attracted great attention of people. mathematics is core subject. So high school students’ mathematics achievements will decide whether they can enter a college. In such a situation there is no doubt that a mathematics teacher with high TPACK level has a profound effect for these students. Therefore, this study focuses on the TPACK level of our high school mathematics teachers and the factors influencing the TPACK level of these teachers. I designed a questionnaire, which based on components of TPACK, for high school math teachers to explore the status and influence factor of TPACK.The following conclusions can be drawn:(1) the level of high school math teachers TPACK is relative low, especially the mastery of high technology-related knowledge. In contrast the core knowledge is higher than the combined knowledge. (2) TPACK levels of female teachers are higher than male teachers. (3) TPACK level showed significant relativity by teacher’s seniority:teachers of 0-5 years work experience and more than 15 years work experience have lower TPACK than the group of 5-15 years work experience. (4) High school mathematics teachers thought that the main influencing factors of TPACK level are these following ones, the ability of using technology is not good enough, lack of effective ways of training and the lack of educational resources on TPACK.Based on survey results this research puts forward the following improvements:(1) renewing teaching idea and enhancing the awareness of information technology. (2) Enhancing the learning of information technology for teaching. (3) Strengthening technique for teaching in practice. (4) To strengthen consciousness of teaching reflection and learning from each other. (5) Strengthening the cultivation of teachers in schools, promoting the development of teachers. (6) Developing an integrated network of teaching resources platform.