Research On The Development Of Technological Pedagogical Content Knowledge(TPACK)of Integrated Technology In Chemistry Normal School Students

With the development of information technology,the modem society has put forward new demands on the proper use of information technology in the teaching practice to help students understand knowledge and improve the efficiency of teaching.The integrated technology(Technological Pedagogical Content Knowledge,abbreviated as TPACK)is the teacher's use of information technology.It is the basis of effective teaching.At present,in the course of training normal students,most colleges and universities have set up two courses of subject teaching theory and modern information technology.Although students have certain knowledge of teaching and technical knowledge,they do not know how to integrate them.Therefore,in this study,we design TPACK courses to integrate pedagogical knowledge and technical knowledge,so as to promote the development of TPACK for chemistry teachers.This article mainly includes six parts.The first part is the introduction,which describes the background,the purpose and significance of the research,and the research methods needed.The second part is the literature review,by combing the relevantliterature of TPACK at home and abroad,defining the core concepts in this study,and providing theoretical basis and method support for this study.The third part is the methodology of research.This study is mainly based on the design of research theory(DBR theory)to design the research process,designed and developed the tools needed in this study,including the TPACK questionnaire of chemical normal students,the teaching design evaluation standard of integrated technology and the TPACK level evaluation scale.To study the development and changes of normal students' TPACK level.The fourth part is the analysis of the research data.By carrying out two TPACK courses and carrying out the contrast experiment,the comparison of the TPACK level between the experimental group and the control group before and after the course and the case study of the chemical normal students are presented to show the changes of the chemical normal students in the TPACK course.The fifth part is based on the research data,and puts forward four suggestions to promote the development of TPACK.The sixth part is the conclusion and reflection of the research.In this study,the chemical normal students were divided into experimental and control groups.The course of integrating information technology in chemistry teaching was designed to help the students of chemistry teachers to improve the level of integration technology and promote the development of the TPACK level of chemical normal students.The conclusions are as follows:(1)the first TPACK course design and result analysisIn the first TPACK course,the main differences between the experiment group and the control group include:first,the experimental group uses the teaching design evaluation standard of the integrated technology,and the common teaching design evaluation standard used in the control group;secondly,the experiment group in the course explains how to use the technology in combination with the specific teaching design case.And the level of technology integration,and the control group only introduced the types of technology and the production methods;finally,in the evaluation of teaching design,the experimental group is mainly to evaluate the integration level of technology.After the first TPACK course,through the comparison and difference analysis of the TPACK dimensions of the experimental group and the control group of chemical normal students and the scores of each observation point of their works,the ability of the experimental group integration technology was improved compared with the control group.The experimental group B(using information technology presented knowledge.The relationship between the two dimensions of the two dimensions(using information technology to create the situation)is higher,but there is no significant difference compared with the control group.In the case study of the chemical normal student Tl,the individual level has been improved in this study.From the experimental group's overall level change and case analysis,we can see that the development of TPACK of chemistry normal school students is not balanced in the first TPACK course.(2)the design and result analysis of the second TPACK courseThe first TPACK course was reconsidered before the second course.First,the case was not specific,so the second TPACK course,whether it was the introduction of the teaching design evaluation standard or the technical use link,combined with the concrete integration technology teaching design case;secondly,Teacher feedback is not pertinent.In the second TPACK course,two teaching assistants and every teacher of normal school set up a QQ communication group for timely feedback,and finally use the learning platform to teach and upload information,and the time arrangement is more flexible.The second TPACK course was modified on the basis of the first TPACK course.After the second TPACK course,through the comparison and difference analysis of the TPACK dimensions of the experimental and control group of chemical normal students and the scores of the observation points of their works,the ability of the integrated technology in the experimental group has been greatly improved and has significant differences compared with the control group.In the case study of T2,we found that its personal level has been greatly improved in the curriculum.It shows that the second TPACK course is effective.Through the analysis of the experimental data of the TPACK course,the author summarizes the experience of developing the TPACK course.According to the conclusions of this study and the actual situation of the training of chemical normal students in Colleges and universities,the author puts forward four strategies to promote the development of chemical normal students,first of all,to set up a course related to the chemical teaching technology and to improve the chemistry teachers' teachers.The second is to use iterative teaching to deepen students' understanding of the subject and to promote the integration of students' information technology in the course of training chemical normal students.When teachers explain or introduce the relevant theoretical knowledge of TPACK,teachers should combine specific teaching cases to improve the needs of chemical normal students.Finally,we should focus on teaching practice and promote TPACK development of chemistry teachers in real teaching situations.