An Exploratory Study On Classroom Teaching Structure And TPACK Structure Of Science Teachers In Middle School

With the development of the era,rapid advancement of the science and technology development level,basic education gradually to the informatization development,teachers’ ability of information technology and curriculum integration has become one of the important indexes of evaluating teachers’ education level.The discipline teaching knowledge framework of integration technology is put forward,which provides a new research field for teacher’s professional development.Classroom teaching is the main form of school education.However,teaching is a very complex process,numerous details by analysis of classroom video,can effectively of classroom behaviors were comprehensive and in-depth analysis.The TPACK framework as the basis,according to the analysis of existing system,the development of the educational technology interaction analysis system ETIAS,and to D School of Jilin province science quality of classroom practice as the object of research.This study uses qualitative and quantitative methods to analyze classroom teaching video,using Excel to process data,and finally using Excel and ECharts to visualize the data.From three dimensions of classroom behavior,teaching media and TPACK elements,the teaching structure,TPACK structure and the relationship between them are analyzed.The results show that:(1)students to answer the teachers’ questions,is the main part of classroom teaching structure,teachers’ teaching behavior is still an important behavior in classroom teaching.Teachers pay attention to traditional declarative media and information technology support for declarative media use,and comprehensive use of various interactive and variability of media,teachers need to have comprehensive application of TK,PK and CK.(2)Teachers focus on students’ collaborative learning style in the "leading-main body" teaching structure,through the use of declarative and interactive media for teaching activities,mainly reflected the structure of teachers’ knowledge for TPACK.(3)Although technology has received extensive attention,there are still some classroom teaching without the use of the media,teachers only through language teaching.These behaviors mainly use PK,PCK.(4)the use of technology to make the media debugging,silence and confusion are increased,so teachers attention at the same time,the teacher’s information technology ability increased demands.(5)science experiment class,more use of traditional interactive media,the need for teachers with enough TPK,TCK,TK,TPACK,to ensure the smooth progress of the teaching process.