A Comparison And Research Development Strategy On TPACK Among Mathematics Teachers In Urban And Rural Junior High Schools ——Take Yulin City As An Example

The deep integration of information technology and teaching is a review of the existing achievements of "Internet + education",and also a significant test for teachers to adapt to,be familiar with,and make active and effective use of information technology and artificial intelligence to carry out teaching.In the Information Age,how to integrate information technology into subject teaching effectively is both an opportunity and a challenge for teachers.Researches show that teachers’ TPACK level has a great impact on teaching level and performance.Moreover,under the circumstance of today’s "double-reduction" policy,teachers are required to acquire the ability to constantly reconstruct their own professional teaching skills,organize cooperative learning and carry out layered guidance.Therefore,the study of teachers’ TPACK level is very important in the current research field of mathematics education.Firstly,this paper,based on the review and analysis of the literature of teachers’ TPACK level at home and abroad,defines seven dimensions of teachers’ TPACK level,namely Subject knowledge（CK）,teaching knowledge（PK）,technical knowledge（TK）,subject teaching knowledge（PCK）,teaching knowledge of integrated technology（TPK）,subject knowledge of integrated technology（TCK）,subject teaching knowledge of integrated technology（TPACK）.Besides,on the basis of authoritative above literature,a questionnaire with high reliability and validity has been compiled and carried out,which was supplemented by interviews.A total of 206 junior high school mathematics teachers were interviewed in urban area and townships of Yulin City in terms of gender,educational background,teaching age,professional title,etc.The collected data were put into the SPSS 22.0statistical software to analyze.According to the analysis:（1）On the whole,the mean value of TPACK scale of urban teachers is higher than that of township teachers and there is a significant difference;（2）the scores of urban and rural teachers on knowledge without technology are higher than those with technology knowledge scores;（3）most teachers in urban areas shy away from applying technology due to lack of opportunities to use technology or because they are unskilled or time is short;（4）most teachers in townships fail to apply teaching technology because of such reasons as no basic skills,lack of advanced hardwares or equipments,backward “education circle”;（5）there are different TPACK levels between urban and rural teachers with different gender,educational background,teaching age,and professional title and there are significant differences.Finally,in view of the above conclusions,the following strategies are proposed to improve the TPACK level of urban and rural junior high school mathematics teachers.（1）Teachers’ self-construction Teaching concepts,among others,information technology,should be updated and introduced.Technology-assisted teaching knowledge and practical skills should be enhanced.（2）School construction The technical training mode should be reformed.A resource sharing platform should be set up.A new teacher evaluation mechanism,namely,the TPACK eveluation framework should be introduced.（3）Government construction Network teaching platforms should be developed.Exchanges and cooperation between urban and rural teachers should be strengthened.Alliances between middle schools and colleges,schools in urban areas and townships should be encouraged so as to improve the overall level of basic education in townships,promote the equality between urban and rural education and achieve the balanced development of urban and rural education.