| The 21 st century is different from any previous century,and the outbreak stimulus has affected various industries.The development of online teaching has accelerated the impact on teachers’ understanding of information technology,and the development of the times also requires teachers to master technical knowledge and innovate educational models that are in line with the background of the times.As early as the 2017 edition of the "General High School Chemistry Curriculum Standards",it was mentioned that teaching should "reflect advanced educational ideas and concepts,and pay attention to teaching reform in the information environment",which shows that whether it is the requirements of the times or the definition of the curriculum concept by the state,it emphasizes the role of information technology in the present.The teaching of integrated information technology has always been a hot topic of education,and the new era of education requires teachers to innovate the teaching mode of integrated technology.The teaching knowledge of integrated technology（TPACK）theory is a systematic theory for interpreting teachers’ information teaching knowledge,which was introduced into China in 2010 and carried out a large number of studies,but through the review of relevant literature,it was found that the research on specific disciplines was not sufficient,especially in chemistry.Based on the above background,the research mainly integrates the teaching knowledge of information technology（TPACK）discipline,aiming to build an information technology knowledge system for chemistry teachers and study them.The main research is as follows,first of all,through literature research,understand the TPACK and disciplined TPACK theory,understand the meaning of related dimensions,and preliminarily design the C-TPACK theoretical model under the knowledge of chemical disciplines,and explain its various factors to obtain a complete model.Secondly,according to the C-TPACK model and the previously designed TPACK measurement method to design a knowledge level measurement scale for chemistry teachers integrating information technology,through the analysis of the data,it is concluded that the overall information technology teaching level of high school chemistry teachers in Harbin is in the middle of the middle,with a certain space for development,of which,the academic qualifications and teaching schools have the greatest impact on the information technology level of high school chemistry teachers,in the analysis of its influencing factors,Whether the school has supporting equipment to support technical teaching and whether teachers feel that the traditional teaching mode can also meet the teaching needs of these two are in the top two,and finally through the analysis of the chemical design cases of front-line teachers,from the perspective of teaching design,how to develop C-TPACK in teaching Three basic dimensions to improve the level of information technology teaching of teachers,and finally,combined with survey data and teacher interview results,Four relevant suggestions for teachers to improve the level of information teaching in the comprehensive dimension are proposed: analyze the technical factors of teaching materials and the environment,improve teachers’ integration ability;master TPACK knowledge,fully understand the teaching content and methods;provide diversified learning opportunities and strengthen communication between teachers;improve school software and hardware resources,and promote the combination of theory and practice. |
