An Empirical Study On The Development Of TPACK For Mathematics Normal Students

A hundred years of planning,education-oriented,education,and teacher-oriented.The arrival of the information age in the 21 st century has brought opportunities and challenges to teachers,and has raised new challenges and requirements for teachers' basic knowledge and skills.Koehler and Mishra proposed the teacher knowledge framework(TPACK)to reconstruct the teacher knowledge structure system in the information age.At present,the research on the context of TPACK at home and abroad on is not enough,and the development process of TPACK is not considered and studied from a global perspective.With the deepening of TPACK discipline research,mathematics,as an important foundation of the natural sciences,actively carries out “information technology and curriculum integration” based on mathematics,which is conducive to the good development of mathematics teaching for teachers and students in the new era.Based on the reasons of the above,taking the mathematics normal students training education as an example,taking the “Technological Pedagogical Content Knowledge(TPACK)”as the core,the research mainly focuses on the following issues:1.What are the components of the TPACK for mathematics normal students and the factors affecting its development?2.What is the current status of the development of TPACK for mathematics normal students ?3.How do the factors affecting the development of TPACK for mathematics normal students affect the development status?4.What kind of strategy can pertinently and effectively optimize the development of TPACK for mathematics normal students ?In view of the above problems,we first use the literature method and interview method to clarify the TPACK purpose and content composition of mathematics normal students and organize the factors that may affect the development of TPACK for mathematics normal students.On the basis,combing with the experience of relevant teachers,initially forming research tools(Development Questionnaire of TPACK for mathematics normal students).Through the preliminary test and interview,the revised information is obtained,and the opinions of the tutor,relevant subject experts and teaching and research personnel are combined to form a formal research tool.The study selected 127 mathematics professional normal students from three different levels of normal universities(A/B/C)from C city to conduct formal tests.Through data recovery and processing,the analysis showed that the research tools have good reliability and validity.The research results show that the current development of TPACK for mathematics normal students is at a medium level,not the higher the level of single knowledge,the higher the level of compound knowledge;the development level of TPACK is more closely related to the composite elements;the level of school infrastructure and teacher teaching are not enough to support the actual teaching;the mathematics normal students agree to the starting point for mathematics learning more;the curriculum contributes a lot to the development of TPACK for mathematics normal students;the stronger the mathematics normal students' ability to integrate knowledge,the better the performance of the corresponding influencing factors;the internship is directly related to the development level of TPACK for mathematics normal students.Based on the findings and conclusions of the questionnaire survey,a classmate was selected from the different levels of TPACK for mathematics normal students(low group/middle group/high group),and a total of three students conducted in-depth interviews.Based on the narrative research,they present their important experiences and details of TPACK development.Based on interviews and dialogues,researchers and mathematics normal students continue to return to the basic facts and situations of TPACK development process to obtain the TPACK feelings of “presence” of normal students.In the comparison of the development process of TPACK for the three mathematics normal students and their own understandings,the TPACK development process is continuously and openly shared with the mathematics normal students.Through the exploration of the development process of TPACK for the three mathematics normal students,the following main understandings about the acquisition and generation of TPACK by mathematics normal students are formed: the key events play the role of the development of TPACK for mathematics normal students;the internal factor is an important reason for the difference in the direction of mathematics normal students;curriculum teaching is the basis and premise of the development of TPACK for mathematics normal students;educational internship is the turning point and key to the development of TPACK for mathematics normal students.Further optimization of the development of TPACK for mathematics normal students requires the joint role of teachers,students,curriculum and teaching.In the aspect of the teacher,teachers should firstly go deep into the classroom,follow the curriculum creation orientation,and constantly improve the teaching ability of TPACK.Secondly,approach the students and strengthen the emotional communication between teachers and students.The students are concerned with learning motivation,changing the concept of using technology,and enhancing their sense of identity through practice,reflection and re-recognition.In the aspect of the curriculum,firstly,adjust the curriculum content through perfection and integration,secondly is to optimize the curriculum arrangement through convergence and stratification,and the third is to focus on effective and design to achieve diversified curriculum assessment.In the aspect of teaching,first,to improve the campus infrastructure and build a community of TPACK learning,second,to strengthen the emphasis on internship materials and implement the inter-integration model of theory and practice.