A Survey Of Mathematics Pre-service Teachers' TPACK Level And Their Performance In Teaching Practice

With the rapid development of information technology in the 21st century,it has been widely used and practiced in the field of education.It has become the common requirement of mathematics curriculum standards in various countries to use it properly to assist mathematics teaching.In 2005,Koehler and Mishra proposed "knowledge of integrated technology discipline teaching"(TPACK),which expanded a new and wider development space for teachers' specialty,and became the inevitable development trend in the new era of normal education.With the in-depth study of TPACK in various professional disciplines,it has become one of the key tasks in the field of mathematics education to improve the TPACK level of pre service mathematics teachers,enhance their professional quality and ability,and make them become more competitive prospective teachers in the new era.Based on this,this paper takes pre service mathematics teachers--normal mathematics students and master of mathematics education as the main survey objects,and comprehensively uses the methods of questionnaire survey,data analysis,lesson analysis and interview to explore and analyze their TPACK knowledge level,development characteristics and the specific performance of TPACK knowledge in teaching practice.Through research and analysis,the following conclusions are obtained.In the aspect of current situation investigation,it is found that TPACK level of undergraduate grade 1,2,3 and graduate grade 1 is in the middle level,and the knowledge gap of each dimension is large,and the internal structure is not stable;the TPACK level of undergraduate grade 4 and graduate grade 2 is higher,and the knowledge gap of each dimension is small,and the development is relatively stable.In terms of the development characteristics of TPACK knowledge level,through horizontal and vertical comparison,this paper summarizes the development characteristics of TPACK,including: the overall TPACK knowledge level is on the rise and tends to be stable;the development status of TPACK knowledge level in all dimensions is inconsistent;there is the best stage for the development of TPACK knowledge in all dimensions.The specific performance of TPACK knowledge in the teaching practice of pre service mathematics teachers is explored through the form of lesson analysis,self-evaluation and other evaluation data,interviews,etc.,and the following performance characteristics are summarized: the practical application of TPACK knowledge in high score group reflects certain self thinking and innovation,which is at a higher level;the practical application of TPACK knowledge in middle group is relatively conventional,lacking in-depth integration,which is at a medium level The practical application of TPACK knowledge in low group is limited and prone to errors,which is in the lower middle level.Based on the above research conclusions,this paper puts forward the following suggestions for improving mathematics pre service teachers' TPACK knowledge level and their ability to make full use of TPACK knowledge in teaching practice:(1)grasp the best period for the development of knowledge level of all dimensions;(2)strictly control the selection of normal majors in undergraduate stage,pay attention to the systematicness and integrity of curriculum learning and the integration of theory and practice;(3)research on the development of TPACK knowledge In the student stage,we should really implement the education practice work,strengthen the continuity,communication and reflection of practice;(4)innovate the form of technology application teaching,and maximize the value of information technology inquiry,development and process.