Research On The Influence Of The Compulsory Courses For Physics(Normal) Majors On The TPAC_PK Of Normal Students

As future educators,whether normal students adapt to the great changes brought by information technology to teaching will directly affect students’learning,and Technological Pedagogical Content Knowledge（TPACK）is an important foundation for normal students to apply information technology to achieve teaching leaps.Therefore,this paper studies the influence of the compulsory courses for physics（normal）majors in three schools at different levels on the Technological Pedagogical Content_{（physics）}Knowledge（TPAC_PK）of normal students,and puts forward optimization suggestions for the advantages and disadvantages of the compulsory courses,hoping to find out the path to improve the TPAC_PK of normal students.Based on the original TPACK framework,combined with the characteristics of physics disciplines,this paper constructs a TPAC_PK framework.The results show that there is a certain difference in the TPACK level of normal students in the three schools;the text analysis method found that the curriculum is an important factor affecting the TPACK of normal students（Study 2）,so this paper further analyzes the content,training objectives and requirements of the three schools’compulsory courses,training objectives and requirements,A comparative study was conducted using text analysis method in six aspects:quantity,credits,semester hours and hours of study（Study 3）.The study found that the compulsory courses in the three schools have similar characteristics;Starting from the contradiction of differences in students’TPACK level,the four aspects of the number of compulsory courses,credits,semesters and hours of study have been studied on the impact of the four aspects of the TPAC_PK of normal students（Study 4）,and the results are as follows.Study 1:A survey on TPAC_PK of physics normal students in three schools at different levels shows that:from an overall perspective,only normal students in schools at the third level are lower than the"standard"in the TK dimension,while all schools are"up to the standard"in all other dimensions But neither achieved"excellent".Secondly,from the difference analysis of the three schools,it can be seen that in the dimensions of TPK and TPAC_PK,there is no significant difference between the third-level school and the other two schools;and in the other five dimensions,the third-level school is different from the other two schools.There were significant differences across schools.The above results reflect that the third-level school normal students have lower learning ability and the least knowledge of various types.Study 2:the analysis of the influencing factors of TPACK of normal students shows that demographic factors,internal factors and external factors will affect the TPACK level of normal students.Further analysis of external factors shows that courses,internships and schools will affect the TPACK level of normal students.Word frequency analysis shows that among all external factors,curriculum is the most important factor affecting normal students’TPACK.Study 3:A comparative study on the compulsory curriculum settings of physics（normal）majors in three schools at different levels shows that in terms of curriculum content,the curriculum content set by the three schools is very similar in terms of a single type of knowledge and TPAC_PK dimension;In terms of requirements,schools at the second and third levels both emphasize the combination of technology and physics teaching,and attach importance to the value of technology to teaching;in terms of the number of courses,the three schools offer the most courses in the C_PK dimension and the TK dimension.In terms of other dimensions,the number of courses offered by the three schools is different;in terms of course credits,the credits and distribution of courses set up by the three schools are higher in the C_PK dimension,while in TC_PK,PCPK,In the dimension of TPK,the credits and distribution of courses set by the three schools are relatively low;in terms of semesters,the three schools basically offer courses related to TK and PK in the first 4 semesters,but they also appear in the dimension of compound knowledge The courses offered are earlier than those of the C_PK dimension,and the first-level schools have set up"self-selected"courses in the C_PK dimension,and the third-level schools have extended the opening time of the two courses to 2 and 7 in the TPAC_PK dimension,respectively.In terms of course hours,the course hours set by the three schools in the TK dimension are evenly divided into"lecture"and"practice（experiment）"hours,while the course hours set in the C_PK dimension are mainly"lecture",The course hours set in the PC_PK dimension are all"lecture"hours,but in the PK and TPK dimensions,the course hours set by the third-level schools are all"lecture"hours,and in the TPAC_PK dimension,the course hours set by the second-level schools All are"practice"hours.Study 4:According to the research on the effect of compulsory courses on TPAC_PK of physics normal students,the results show that the number of compulsory courses and credits affect the TPAC_PK of normal students.Weak positive impact and weak negative impact on the TPAC_PK dimension,and compulsory course credits have a weak negative impact on the PK dimension of normal students;However,the number of compulsory courses and credits set by the third-level schools have a weak negative impact on the C_PK dimension of normal students,and have a negative impact on other dimensions.The results of the impact of compulsory course semesters on normal students’TPACPK show that the compulsory course semesters of the first-level schools have a weak positive impact on the TK and PC_PK dimensions of normal students,and a weak negative impact on the PK dimension;the second-level schools are compulsory.The course semester has a weak negative impact on normal students in PK and TC_PK dimensions;the compulsory course semester in third-level schools has a strong negative impact on normal students in TK and TC_PK dimensions,and has a negative impact on other dimensions.The results of the effect of compulsory courses on TPAC_PK of normal students show that the teaching hours of compulsory courses in first-level schools have a weak positive impact on normal students in TK and TC_PK dimensions,and have a negative impact on normal students in PK and TPAC_PK dimensions;The practice hours of compulsory courses have a positive impact on the TC_PK,PC_PK and TPK dimensions of normal students,and have a weak positive impact on the TK dimension;the teaching hours of compulsory courses in second-level schools have no effect on normal students’TPAC_PK The practical hours of compulsory courses have a weak positive impact on normal students in the TK dimension;the compulsory courses of third-level schools have a negative impact on normal students in all dimensions,especially the practical hours of compulsory courses have a negative impact on them.strong negative impact.Based on the above research,it is concluded that the current three schools have the advantages and disadvantages of the compulsory courses:the advantages of the first-level school’s compulsory courses are mainly reflected in the moderate difficulty of TK-related courses,flexible semesters,lecture hours and practical hours Balanced,the deficiencies are mainly reflected in the simple content of the PK and C_PK courses,the unfixed semesters,and the mismatch between the lecture hours and the content.The advantages of compulsory courses in second-level schools are only reflected in the sufficient hours of practice related to TK,while the shortcomings are mainly reflected in the simple content of various courses,the early semester of TK courses,and the unreasonable order of PK courses.The course content about PC_PK and TPAC_PK does not match the lecture hours.The insufficiency of the compulsory courses in the third-level schools is mainly reflected in the complex content of the courses.The courses on PK and TPAC_PK are scattered in semesters,the courses on PC_PK are too concentrated,and the courses on PK,TPK and PC_PK only offer lecture hours.In view of the advantages and disadvantages of the current compulsory courses in the three schools at different levels,the corresponding suggestions are put forward:for the first-level schools,the curriculum content about C_PK and PK should be enriched and expanded first,and the difficulty of the curriculum should be improved;secondly,it should be clear The semester of courses on the PK dimension should be in line with the law of education and teaching development;finally,the teaching hours of the courses on the TPAC_PK dimension and the practical hours of the courses on the PC_PK dimension should be appropriately extended according to the content of the courses,and the balance between the teaching hours and the practical hours should be weighed.proportion.For the second-level schools,the difficulty of the course content should be improved first to make it more suitable for the actual level of normal students;secondly,the content of various courses should be improved to broaden the channels for normal students to learn knowledge;The courses of technical knowledge open semesters to promote the integration of technology and other knowledge;finally,the proportion of lectures and practical hours should be adjusted to strengthen the connection between theory and practice.For the third-level schools,the content of relevant courses should be simplified first,so as to reduce the difficulty of learning knowledge for normal students,and reduce the learning burden of normal students;secondly,the semesters of courses should be adjusted to conform to the laws of cognitive development of normal students;finally Demonstration content should be added to reduce the difficulty for normal students to learn and apply knowledge.