Research On The Structure Of Pedagogical Knowledge And Teaching Behavior Network Graph Features Of Information Technology Teachers

Under the background of China’s transition from a big data country to a powerful data country,educational data has become an important strategic resource that needs to be explored and excavated.Relevant national documents point out that accelerating the digital transformation and intelligent upgrading of education means that teachers should be good at mining the hidden data generated in the teaching process,improving the quality of teaching,and thus improving their professional competence.In teaching practice,classroom teaching cases contain rich process education data composed of teachers’ knowledge and behavior.How to dig out the potential value of these data has put forward higher requirements for the professional quality of teachers.Accordingly,the urgent problems to be solved at present are as follows.Firstly,what are the structural characteristics of teachers’ pedagogical knowledge as a whole? Secondly,what are the typical characteristics of teachers’ teaching behavior? Thirdly,what are the characteristics of the relationship between teachers’ pedagogical knowledge structure and teaching behavior?The research contents are as follows: Firstly,the literature research method is used to excavate the effective support of the theory to teachers’ pedagogical knowledge structure and teaching behavior,and to define the concepts of TPACK,teachers’ teaching behavior and event evolution graph to clarify the development context.Secondly,aiming at the problem of visualization of teachers’ pedagogical knowledge structure and teaching behavior,TPACK-MAP and Lag Sequence are used to label the data of pedagogical knowledge and teaching behavior respectively through classroom observation,and the visualization representation is carried out in the form of knowledge structure map and behavior event evolution graph.Thirdly,in order to analyze the characteristics of teachers’ pedagogical knowledge structure map and teaching behavior event evolution graph,multimodal data analysis is used to analyze the characteristics of different groups,element frequency,frequency correlation and map,and to construct typical characteristics.Finally,aiming at the optimization strategy problem,the method of comprehensive induction analysis is used to propose the optimization strategy for the typical characteristics.The study found that: Firstly,There are four types of connection and two types of structure in the pedagogical knowledge of information technology teachers.Secondly,Information technology teachers are best at using knowledge of teaching strategies,curriculum knowledge and knowledge about the use of technology,and are least good at using knowledge about students’ understanding and evaluation of learning.Thirdly,Information technology teachers have five classroom teaching modes and six behavioral characteristics.Fourthly,The most common behaviors of information technology teachers in the teaching process are explanation,guidance,media practice,questioning,students’ collaborative learning and students’ speech or demonstration.Fifthly,The integration level of knowledge structure of primary school teachers is excellent,and better than the group level.The main teaching mode is: teaching and questioning emotional motivation.They are good at combining the knowledge of subject teaching orientation with the knowledge of technology use;The use of teaching knowledge of junior middle school teachers is balanced.The main teaching mode is: questioning and responding emotional interaction,and collaborative learning is inclined to be carried out in classroom teaching;High school teachers’ knowledge structure integration level is excellent,and better than the group level,the main teaching mode is: question response guidance interaction,excellent performance in the use of teaching strategy knowledge and knowledge of the use of technology,tend to collaborative learning.By analyzing teachers’ pedagogical knowledge structure and teaching behavior,this study explores the internal relationship between them,and summarizes the typical characteristics to help teachers shape high-quality classroom and promote their own professional development.This study can be further optimized in the following aspects: Firstly,Typical characteristics provide data support for the professional development of new teachers.Secondly,The empirical analysis of the structure map of teachers’ pedagogical knowledge and the event evolution graph of teaching behavior provide the basis for teachers’ reflection.Thirdly,Increase the cases of information technology teachers in many regions and build a more scientific characteristic database of large groups of information technology teachers.