An Investigation On TPACK Of Primary School Mathematics Teachers’ Ppt Technology

Since the start of the new century,the pace of educational informatization is speeding up day by day,and the combination of information technology and curriculum has become the general trend.Over the past few years,the government has invested a lot of money in education to improve information technology conditions,which makes the relevant hardware equipment of primary and secondary schools at all levels tend to be improved.Therefore,how to use information technology efficiently,how to integrate information technology with classroom teaching effectively and how to integrate information technology knowledge with their own subject teaching knowledge will become an important factor affecting the level of education informatization.TPACK theory framework gives people a new perspective to think about the integration of information technology and curriculum.Based on the concept of affirming the leading role of teachers in classroom teaching,the researcher proposes that teachers must have a new knowledge form formed by integrating technical knowledge,subject content knowledge and teaching method knowledge,namely TPACK.The concept of TPACK overcomes the shortcomings that the former theory only pays attention to how students use technology and neglects how teachers use technology to teach.On the basis of deeply understanding the theoretical framework of TPACK,this study focuses on PPT technology,which is widely used in primary school teaching at present,and takes mathematics teachers from ten representative primary schools in Y County as the objects of investigation.Questionnaire and interview were used to investigate the specific performance of mathematics teachers in various dimensions of TPACK in Y County primary school.For the collected data,spss19.0 was used for processing.After data collection and procession,this study found the following conclusions:firstly,the overall level of TPACK about PPT technology of primary school mathematics teachers is high;secondly,the knowledge dimension related to PPT technology of primary school mathematics teachers is relatively weak;thirdly,the level of TPACK of middle-aged teachers is high,the level of TPACK of young teachers and old teachers is relatively low;fourthly,the consciousness of reflection and development of TPACK about PPT technology of primary school mathematics teachers is insufficient.Through the in-depth analysis of the reasons for the formation of TPACK,this study puts forward relevant suggestions.This study hopes to explore some strategies to promote the development of TPACK for primary school mathematics teachers on the basis of the survey results.From the perspective of the integration of information technology and curriculum teaching,the connotation of teachers’ professional development will be enriched.