A Video Learning On The Deep Integration Of Information Technology In Junior High School Mathematics Teaching From The Perspective Of TPMK

Chinese "Education Informationization 2.0 Action Plan","Compulsory Education Curriculum Standards(2011 Edition)" and "General High School Mathematics Curriculum Standards(2017 Edition)" and other related documents put forward new requirements for the in-depth integration of information technology in mathematics teaching.However,the research on the deep integration of information technology in mathematics teaching mainly focuses on theoretical guidance and practical application from the existing related literature.How to evaluate the deep integration of information technology in junior high school mathematics teaching and Needs further study promote further the in-depth integration of information technology and junior high school mathematics teaching?The "One Teacher One Excellent Lesson,One Teacher One Teacher" activity deployed by the state and promoted by the Ministry of Education has distinctive significance and sample value in enhancing the co-construction and sharing of high-quality educational resources in primary and secondary schools,and the in-depth integration of information technology and education and teaching.The original intention and purpose of this activity are to promote the deep integration of information technology and teaching.Based on this,the author takes the case examples of the junior high school mathematics excellent lesson in the Guangxi Zhuang Autonomous Region's 2019 "One Teacher One Excellent Lesson" platform as the research object,guided by the TPMK knowledge theory and SAMR model,and adopts classroom observation methods and case analysis methods.Analyze related lesson examples to understand the TPMK characteristics of different levels of "excellent lessons",and get the following conclusions:1.There is little difference in the overall structure of teachers' TPMK shown in different levels of excellent courses,but there are certain differences in TPMK levels.There is no obvious difference in the orientation of information technology applications.But high-level excellent courses are more important in teaching strategies and teaching methods.Pay attention to the subjectivity of students in teaching.2.The evaluation of junior high school mathematics teachers integrating information technology into junior high school mathematics classroom teaching has not reached the level of reshaping,mainly focusing on substitution and enhancement levels.3.The application of information technology is more frequent in high-level junior high school mathematics excellent courses.The information technology application level is higher than that of lower-level excellent courses.Most of them are enhanced and modified levels.Low-level junior high school mathematics are mostly enhanced and replaced.4.Excellent lesson examples at all levels have outstanding performance in the two dimensions of integrated technology's teaching strategy knowledge and integrated technology evaluation knowledge.The integrated technology's teaching strategy knowledge dimension is mainly manifested in information technology to characterize teaching content,deal with student errors,set task-driven.In the evaluation knowledge dimension of integrated technology,information is mainly used to understand students' learning situation,while the use of information technology to evaluate students is relatively rare.Based on the above conclusions,in order to further promote the in-depth integration of information technology and junior high school mathematics teaching,and to improve teachers' TPMK level,this research puts forward relevant suggestions:1.Pay attention to the goal setting of integrating information technology and mathematics curriculum,deepen the use of information technology to deeply integrate the leading concept of junior high school mathematics teaching,and enhance the awareness of innovative mathematics teaching mode.2.Pay attention to the in-depth integration of information technology and the teaching content of mathematics and more effectively educate and educate people in mathematics teaching.3.Pay attention to the in-depth integration of information technology and mathematics teaching methods and methods,adapt to the needs of the times,and further meet students' personalized learning needs.4.Pay attention to the in-depth integration of information technology and mathematics curriculum teaching evaluation,carry out the personalized evaluation,and promote generative teaching.