TPACK Case Study Of Senior High School Mathematics Teachers From Normal And Comprehensive Classes

The era of educational information requires teachers to have the ability of information technology integration , the integration of the subject teaching knowledge (referred to as TPACK) is a reflection of the complex dynamic blending of technical knowledge, pedagogical content knowledge and pedagogical knowledge. The domestic and foreign researches on TPACK focus on the understanding of TPACK, the composition elements of TPACK, and so on,especially in the field of mathematics. To explore the difference between the TPACK of high school mathematics teachers under the background of the normal school and the integrated learning source, it has theoretical significance and practical value to improve the TPACK level of the two types of teachers and promote their professional development.Professor of research four novice mathematics teacher in Tianjin city high school teachers and students were investigated through the analysis of case interview, classroom teaching, analysis of survey data analysis and obtain some conclusion to enhance two kinds of teachers TPACK: (1) the level of TPACK by teachers’ pedagogical content knowledge (PCK) influence ; ( 2 ) Two types of teachers’ technical knowledge (TK) are weak; (3) The comprehensive knowledge of the subject is very strong, which is a part of mathematics teachers who accept the normal university education; (4) The TPACK level of mathematics teachers in comprehensive universities is slightly lower than that of Normal University graduates.On the basis of the above research, this paper puts forward some suggestions to promote the development of TPACK: (1) to improve the TPACK level of the two kinds of teachers can be based on the pedagogical content knowledge (PCK); (2)the technical knowledge (TK) of the two types of teachers should be strengthened;(3) writing teaching case can improve the comprehensive university graduate mathematics teacher TPACK, (4) Secondary school teachers should learn from the diversity of source structure.