Research On The Informatization Teaching Ability Of Farmers And Pastoral Areas Based On TPACK Model

In twenty-first Century, information penetrated into every corner of society just like capillaries. In such a rapidly changing era, teachers are also confronted with great challenges and Opportunities, to improve teachers' teaching informatization ability has become a hot research and focus. The TPACK model brings a new perspective to the study of teachers' informatization teaching ability. The model consists of three basic knowledge elements (TK PK CK) and they merge into each other to practical knowledge in situation. (PCK TCK TPK), To further form the comprehensive knowledge structure of TPCK in teaching practice. The teachers' informatization teaching ability is formed in the connection of knowledges-the fusion of knowledge-the application and migration of knowledge. Therefore, The TPACK model provides an effective tool for theoretical analysis and effective tools for practical operation in the research of teachers' informatization teaching ability. Thence, on the basis of the theoretical analysis of TPACK model and the practical application of the measurement model, agricultural and pastoral areas of teachers' informatization teaching ability is the subject of inquiry in this dissertation. Then, how about the level of teachers' informatization teaching ability in agricultural and pastoral areas? And then on the earth what factors affect teachers'informatization teaching ability in agricultural and pastoral areas? What is the present state of teachers' informatization teaching ability? What are the problems and difficulties? How to put forward the effective promotion strategy about teachers' informatization teaching ability in agricultural and pastoral areas? The solution to these problems is the goal of this study.According to the level of research questions, this research is divided into five parts:The first part is the introduction. Analyze the reason of this research, Comb the research status at home and abroad, Described the overall design of the study, including research questions, purpose, significance and methods. Chapter one:define the basic concepts involved in the paper and theoretical basis of research. Interpret the connotation of informatization teaching ability, Comb TPACK theory and the theory of teacher professional development. The second chapter is the research section. Describe the research object and the design of the survey, present the survey results of teachers in agricultural and pastoral areas and make a corresponding analysis, To understand the overall level and development status of teachers' TPACK in agricultural and pastoral areas. The third chapter is the analysis of problems and dilemma perspective. Based on the survey of the third chapter, The analysis of the problem is carried out, and then explore the dilemma of the development of teachers' informatization teaching ability in agricultural and pastoral areas. The fourth chapter: the strategy of improving informatization teaching ability of teachers in agricultural and pastoral areas. This part gives the strategy from three aspects:innovation of ideas, general idea and specific module design.The conclusions of the study are as follows:First, the overall level of informatization teaching ability of teachers in agricultural and pastoral areas is in poor condition. Among them, CK, PK, PCK level is higher, and TPCK is the lowest. The related aspects of TK is in the low average, the practical application ability of TPCK is very low.Second, gender, nationality, subject and position have little influence on the development of informatization teaching ability of teachers in agricultural and pastoral areas, age, education, job title, work way, and professional type have great impact. So, the factors that influence the teaching ability of teachers in agricultural and pastoral areas are more complicated.Third, problems and difficulties of teachers' informatization teaching ability in agricultural and pastoral areas. Teachers' awareness of informatization teaching is weak, and the attitude of informatization teaching is not positive; teachers' informatization teaching ability is not balanced,the demand of capabilit-y improvement is in imbalanced states, there is a lack of platform, and teacher informatization teaching evaluation mechanism is not perfect.Fourth, improve the teaching ability of teachers in agricultural and pastoral areas.Innovate development concept:give full play to the subjectivity of teachers; rational technology application orientation; multiple suitableevaluation concept; the transformation from knowledge to capacity should be the goal. General design:using TPACK theory as a reference model, The paper puts forward the overall thinking of improving teachers' informatization teaching ability in agricultural and pastoral areas:" three goals" "three links" and "three elements" are as a whole, and development thought of "integration" as the force point, Ability as the foothold. Module design:capacity upgrade module based on TPACK.