Research On Tpack Classroom Representation And Development Of High School Biology Teachers ——Case Analysis And Comparison From The Perspective Of The Integration Of Technology And Teaching

With the advancement of educational informatization,whether information technology can really be integrated into the classroom and make a difference is critical.Consequently,Technological Pedagogical Content Knowledge（TPACK）has been the core content of teachers’ professional development.Biology is a subject with rapid development and strong practicality,and teachers’ TPACK determines their ability and performance of applying technology in teaching,so it is particularly important to develop biology teachers’ TPACK.In this study,the TPACK classroom evaluation frame is designed,and the performance and characteristics of integration innovation between information technology and high school biology teaching are analyzed and summarized from three aspects: technology usage,technology integration breadth and technology integration depth.Taking novice teachers with strong technical awareness as the research object,through case analysis,the development paths of TPACK and targeted suggestions for teachers’ professional development are put forward.The results show that teachers with high TPACK level can use a variety of technology types and choose appropriate technology for biological content representation,teaching activity organization and evaluation,to achieve effective integration of technology into curriculum.There are three ways for high school biology teachers to develop TPACK: Content-driven path,Technology-driven path and Instructional Improvement driven path.In the face of real teaching context,novice teachers combine their own overarching conception（application motivation,value recognition,cost recognition）,adopt different paths,transform cognition into practice,and continuously improve their TPACK level.The performance research and characteristic analysis of technology application in biology teaching shows that teachers rely on and blindly use technology in teaching,thus ignoring teaching objectives and splitting teaching links.Teachers can innovate the conception of technology application,develop their TPACK in action reflection and instructional improvement,ultimately improving the quality of classroom teaching.The research,on the one hand,provides a wealth of teaching case resources to promote teachers’ reflection,and also provides feasible paths and suggestions to develop teachers’ TPACK.