Research On The Development Of TPACK About Primary School Teachers In H District Of Wuhan

Teachers are the foundation of education policy.Teachers are the crucial driving force for the development of education in China.The relevant policy documents issued by China have repeatedly indicated that the construction of a deep business,moral integrity of the teachers of far-reaching significance for the development of education.The rapid change of information technology has brought tremendous impacts and challenges to traditional teaching.Artificial intelligence,Internet of things,big data and all kinds of intelligent devices are gradually entering schools and classrooms.Promoting the integration of information technology and teaching will be the key to implementing educational informatization and realizing education modernization.Therefore,it is of great theoretical and practical significance to systematically study the development of TPACK.Based on the systematic review of relevant literature at home and abroad,this study systematiclly studies on the TPACK development of primary school teachers in Wuhan by using literature review,questionnaire survey,interview and observation.Based on the theory of teacher professional development,adult learning theory and professional learning community theory as the theoretical basis of the research.On the basis of clearly defining the concept of TPACK and combining with the TPACK model framework proposed by Mishra and Koehler,which analyzes the components and characteristics of TPACK.This paper selected six primary schools in H district of Wuhan as the research samples,investigated and studied the development status of six primary school teachers’ TPACK from the aspects of teachers’ technical knowledge,pedagogical knowledge,content knowledge and so on.The thesis also analyzed the influencing factors for the development of primary school teachers’ TPACK.The research finds that,on the whole,TPACK of primary school teachers in Wuhan H district is above the average level,and the level of technical knowledge(TK)is the lowest.From the perspective of influencing factors of TPACK,teachers’ teaching age,workload,confidence in teaching with technology and TPACK’s various knowledge elements all have a certain significant impact on teachers’ TPACK development.On this basis,the paper points out that the main problems in the development of TPACK for primary school teachers in Wuhan include: the foundation of teachers’ information technology knowledge and skills are weak,information technology-related training is not targeted,teacher professional learning community is not well-run,and school information technology environment construction is urgent as well as the construction of information technology team has not yet perfect.The reason why the development of TPACK in primary school teachers in Wuhan is blocked is that the concept of teachers needs to be changed and their confidence needs to be strengthened.The school management mechanism is not perfect;The guarantee conditions are not enough and the evaluation incentive mechanism needs to be improved.In view of the difficulties and challenges faced by teachers in the development of TPACK,and revolving the goal of effectively strengthening the integration of teacher information technology and teaching,this study proposes five solutions: first,change teachers’ ideas and attach importance to the construction of teacher professional learning community.Second,improve teachers’ information technology training to improve the effectiveness of training.Third,strengthen the construction of school informatization and improve the information technology support force.Fourth,innovate school management system and mechanism,focus on strengthening and optimizing teacher management system,perfecting teachers’ evaluation system and perfecting teachers’ incentive system.Fifth,strengthen the informationization support of the government and the third-party organizations.