Investigation On TPACK Of Middle School Biology Teachers

TPACK is the abbreviation of technical pedagogical and content knowledge,and its Chinese name is subject teaching knowledge of integrated technology.In the era of educational information,TPACK has become the necessary basic knowledge of teachers' professional development,and also an important indicator to measure the level of teachers' professionalism.And in the teaching process,teachers' TPACK level will be reflected in the specific teaching behavior,which will directly affect the learning effect of students.Therefore,in order to build an efficient biological classroom,teachers' TPACK level also needs to be improved.In view of this,this study takes the middle school biology teachers as the survey object,through literature analysis,questionnaire,interview and other methods to investigate the current situation of middle school biology teachers' TPACK level,and compares the differences of middle school biology teachers' TPACK level under different professional backgrounds,and draws conclusions and puts forward targeted suggestions.On the basis of the previous literature research,this study,referring to the existing research at home and abroad,invited the national middle school biology teachers to fill in the questionnaire and scale,collected 151 valid questionnaires from Guangdong,Shaanxi,Shandong and other places,and analyzed the data with SPSS software to get the results.In addition,some teachers are selected from the survey objects for interviews,in-depth understanding of teachers' TPACK level and its influencing factors,combined with the results of data analysis and interviews to draw conclusions and put forward targeted suggestions.The main conclusions of this paper are as follows:(1)in general,the overall level of TPACK of middle school biology teachers is in the middle,and the average scores of the seven dimensions are:CK>TPK>TCK>TPACK>PCK>PK>TK.(2)In different teaching age stages,the average scores of biological teachers and non biological teachers in each dimension are different,but there is no significant difference in the scores of biological teachers and non biological teachers in each dimension.(3)The main influencing factors of TPACK are professional background,teaching age,education and training,school conditions,etc.(4)According to the results of questionnaire and interview,biology teachers with different teaching age and professional background have different questions about subject knowledge,teaching knowledge and technical knowledge.Based on the above research,the corresponding suggestions are given at the level of education department and school:(1)optimizing the structure of teachers;(2)education department should pay attention to teacher training;(3)providing high-quality education and teaching resources;(4)school should strengthen the training of teachers;teachers' self-construction:(1)should strengthen professional awareness;(2)active learning and practice.