Research On TPACK Development Of Primary School Mathematics Teachers

At present,the progress of science and technology leads to the change of information technology.With the development of technology,digital technology integrates highly education degree,impacts hugely the teaching mode,teaching mode for China’s existing education,traditional education has been unable to adapt to the development of the society,the school classroom landscape,teaching organization,teaching pattern,students’ learning style is undergoing a deep change of knowledge structure of teachers the proposed update,in order to adapt to the development of more urgent requirements of development.Therefore,the state has issued a series of documents from the top level design to improve the ability of teacher education information technology,which is an inevitable trend to adapt to the future informatization and the development of digital society.In 2005,American scholar Punya Mishra and Matthew J.Koehler based on the trend of fusion technology and education depth,and proposed a new conceptual framework of teaching knowledge integration technology(TPACK).The theoretical framework has rapidly become the focus of the industry scholars,research of the technology into the teaching enters into a new stage.This thesis is divided into six parts:the first part is an introduction including research background and problems;the purpose and content of research;the value and significance of research;the methods and roadmap of research,the second part is literature review including the origin and formation of TPACK;review on TPACK at home and abroad;the research alert of TPACK;the third part is research design including subject investigated;survey design scheme;analysis and measurement of scale reliability and validity test;data collection and processing;the fourth part is the statistics and analysis of the research including basic information analysis of questionnaire survey;the overall analysis of the components of the questionnaire;the questionnaire scale element variance analysis;correlation analysis of components of questionnaire scale;regression analysis of the components of each questionnaire;the fifth part is the conclusion and suggestion,the sixth part is the conclusion.This study is based on the theory of teacher professional development and the framework of TPACK theory referring to the TPACK scale at home and abroad,the Schmidt five point Likert scale was used as the basis,after adaptation,two tables were designed and developed(《primary school mathematics teacher TPACK level measurement scale》《primary school mathematics teacher TPACK factors evaluation scale》)investigation and study of primary school mathematics teachers from urban areas and Xiaogan city of Xiaogan city of Hubei Province under the jurisdiction of the county city,the investigation process took the questionnaire to the school site.Results based on feedback,the data obtained from the questionnaire were quantified,analysis of basic information of questionnaire survey with SPSS22.0;the overall analysis of the components of the questionnaire;the questionnaire scale element variance analysis;correlation analysis of components of questionnaire scale;regression analysis of the components of each questionnaire.According to the statistics and analysis of results:(1)Two questionnaires designed and developed by the author(《primary school mathematics teacher TPACK level measurement scale》《primary school mathematics teacher TPACK factors evaluation scale》)well-designed,the effectiveness and reliability are high.The survey scale is obtained after the data is reliable,for further study;design at the same time scale can also provide reference for other researchers.(2)From the perspective of knowledge of TPACK framework in the three core elements,TK is still the weak link of teacher knowledge structure of mathematics teachers in primary school,can master TK knowledge is the first link of realizing the primary school mathematics teachers and discipline teaching conformity;in the four composite elements(TCK,PCK,TPK,TPACK),primary school mathematics teachers’knowledge of PCK were lower than those of the other three composite factors,the overall level is not high,the reason is the lack of primary school teachers "continuing learners"knowledge,the majority of primary school mathematics teachers’ lack of "creation" in education and teaching.Especially in the teaching process to explore the awareness and their ability to solve an open problem.Overall,in the framework of TPACK knowledge,primary school mathematics teachers in the level of TPACK in the middle and lower level.(3)From the TPACK impact factors(teacher training,school management,self-efficacy,policy),the overall effect of primary school mathematics teachers in the teacher training teacher training is not ideal,the effect of TK(Technology)is one of the important factors to improve primary school mathematics teacher training,training teachers form diversification the three-dimensional structure of knowledge,promote the renewal of mathematics teachers in primary school;self efficacy on the seven dimensions of knowledge in the framework of TPACK(TK,CK,PK,TCK,TPK,PCK,TPACK)all have effect on the five dimensions of teacher training knowledge in the framework of TPACK(TK,CK,TCK,TPK,TPACK)influence the policies of the four dimensions of knowledge in the framework of TPACK the(PK,TCK,TPK,TPACK)effect;in addition,with school management as an auxiliary means,school management in the integration of technology and disciplines still have room for play.(4)From the perspective of basic information,the TK level of male teachers in primary mathematics is generally higher than that of female teachers;The longer the teaching age,the higher the title,the more rich the teaching experience of teachers,the higher the level of PK,the teaching age of 15 years is a demarcation point of primary mathematics teachers’ professional development;for schools equipped with corresponding computer hardware facilities,teachers’ chances of learning are greatly increased,and teachers are more likely to integrate information technology with subject teaching;up to now,it is still an effective way for primary school mathematics teachers to improve their TPACK by means of systematic theory and practical operation.In addition,the female primary school mathematics teachers than male teachers,teacher education has no effect on the TPACK knowledge framework,urban primary school mathematics teachers than rural primary school,primary school mathematics teachers in the county and town level seven dimensions TPACK knowledge framework are higher;gender,whether there is a special computer lesson preparation,four ways to get the information technology education(the new system of the theory and practice of operation training,heard several reports or lectures,self-study,other)have significant influence on the TPACK level of knowledge.In view of the above conclusions,the rationalization proposals are put forward to provide some help for the follow-up researchers,mainly in the following four points:(1)Strengthen the reform of teacher training,improve the teacher training system,and promote the new mechanism of teachers’ professional growth;(2)Improve the management system,improve the school environment,build a good atmosphere for educating people;(3)Strengthen the sense of self-efficacy,stimulate the driving force of work motivation,and wake up the awareness of autonomous learning;(4)Strengthening policy guidance,giving full play to departmental supervision and improving teachers’knowledge structure.