Research On The Status And Promotion Strategy Of Subject Teaching Knowledge (TPACK) Of Normal Students' Integrated Technology

The development and advancement of information technology brings convenience to education and teaching.It also has different requirements for teachers.The teacher must be able to integrate teaching content and technology in teaching,especially in classroom teaching.That is to say,teacher education should reflect the teaching of TPACK and cultivate the TPACK ability of normal students.The TPACK of integrated technology is the basis for the teacher's ability to realize the integration of subject content knowledge,pedagogical knowledge and technical knowledge.This theory originated from Shulman's subject teaching knowledge,and later passed Kohler and Mishra.Completed and added technical knowledge,the integration formed a TPACK containing seven sub-modules.The study draws on the foreign authoritative scales and modifies the questionnaires for the integration of technical subjects in the S Normal University.The author uses the statistical analysis software SPSS to analyze the factors and quantitatively describe the current situation of the teaching knowledge of the integrated technical subjects of S Normal University students.According to the situation reflected in the status quo,the interview outline was formed.At the same time,combined with the S normal school students' training program,the causes of the normal students' TPACK status were explored and the promotion strategy was proposed.The study is divided into six chapters.The first chapter is the introduction,which puts forward the research background,research objectives,research significance,selection of research methods and literature review.The second chapter is the definition of key concepts and theoretical basis,and analyzes the subject teaching of integrated teaching of normal students from the theoretical level.The status quo of knowledge and the relationship between the various components;the third chapter is the investigation and analysis of the status quo,including research design,the formation of questionnaires,formal test of questionnaires and analysis of results,etc.,mainly describes the whole process of the author's questionnaire survey and the questionnaire The analysis of the results;the fourth chapter is the analysis of the current situation of TPACK of normal students,from the integration consciousness,curriculum,micro-teaching,educational internship analysis,the deep problem of the TPACK status of normal students;Chapter 5 It is a strategy for improving the subject teaching knowledge of the integration of teachers and students,which is proposed for the research findings.The sixth chapter is the research summary and research reflection,which is intended to review the research process and examine the deficiencies in the research,in order to continue in the follow-up study.perfect.The main findings of the study are as follows:(1)CK,PK,and TK of S Normal University students ranked first;PCK,TCK,and TPK were in second place;TPCK was in third place.The TPACK status of normal school students is generally poor.(2)The status quo of TPACK is not affected by professional factors,but it has a great relationship with whether to take technical courses and whether it has teaching practice experience.(3)The main problems existing under the current situation of TPACK are: First,the lack of awareness of knowledge integration in the course of teaching;second,the imbalance of various courses in normal colleges;third,the amount of micro-teaching Less,unable to provide more training;Fourth,the educational internship course is short and irregular.The following improvement strategies are proposed for the status quo of normal students' TPACK: First,normal colleges should pay attention to the embodiment of TPACK in the course objectives and teaching objectives.Second,teachers should pay attention to the integration of knowledge in teaching;third,teachers Institutions should set up integrated courses.Fourth,micro-teaching should increase the requirements and assessment of the ability of teachers to integrate information technology.Fifth,in the practice of education,teachers should be guided to apply integrated knowledge in practical classrooms.Sixth,carry out teaching competitions to promote the integration of normal students.