Research On The Influence Of Junior High School Mathematics Teachers' TPACK Level On Their Classroom Quality Of Instruction

In the information age of education,teachers are facing a new challenge of how to integrate information technology into specific subject teaching effectively.In this context,the concept of technological pedagogical content knowledge,which is abbreviated as TPACK,comes into being.On the other hand,based on daily experience,"the knowledge of teachers can affect their classroom quality of instruction" seems to have become a consensus,but few empirical studies have tested the exact relationship between these two.So,this study starts from the TPACK of junior high school mathematics teachers,and builds a framework for quantitative analysis,specifically exploring the relationship between the TPACK level of junior high school mathematics teachers and their classroom quality of instruction.In the introduction,this article clarifies the origin and significance of the research,and systematically sorts out the related research on the TPACK,the evaluation standards of classroom quality of instruction,and the relationship between teacher knowledge and instruction quality.It also defines the two core concepts of TPACK and classroom quality of instruction.The first and second parts of the text depicts the overall design and development process of the study specifically.This study compiles a questionnaire with high reliability and validity based on the foreign authoritative tools,then use it and the interview outline to measure the TPACK level of junior high school mathematics teachers.In terms of classroom quality of instruction,the study adopted MQI analysis framework developed by Professor Hill and his team.Moreover,the quantitative evaluation of the classroom is developed based on the characteristics of the study in order to analyze the classroom records of sample teachers.The third part of the text carries out descriptive statistics,difference analysis and correlation analysis on the research data.The fourth part of the text summarizes the conclusions of the study and also raises some corresponding suggestions.Finally,in the concluding remarks,the article reflects on the shortcomings of the research and puts forward the prospects for the subsequent research.The results show that:(1)The level of technical knowledge of junior high school mathematics teachers is low,and the level of other composite knowledge related to technical knowledge is also low.Teachers still have a great advantage in traditional knowledge fields,such as content knowledge,pedagogical knowledge,and pedagogical content knowledge.(2)The junior high school mathematics teachers perform well in the dimensions of "richness of the mathematics" and "errors and imprecision",and perform bad in the dimension of "student behavior and response to mathematical problems".(3)There are significant differences in the TPACK level and classroom quality of instruction of junior high school mathematics teachers in different genders,educational backgrounds,and teaching age.(4)The TP ACK level of junior high school mathematics teachers could influence their classroom quality of instruction.That is,the higher the teacher' s TPACK level,the better the quality of classroom instruction.(5)The specific effects of various knowledge of junior high school mathematics teachers on classroom quality of instruction are different.In addition,teachers' gender,educational backgrounds,and teaching age also affects the classroom quality of instruction.Based on the above conclusions,the study raises some relevant suggestions for improving teachers' TPACK level and thus improving their classroom quality of instruction effectively from the perspective of teachers themselves and peripheral construction.