A Study On The Current Situation Of TPACK Among High School Chemistry Teachers In Xining,qinghai Province

With the continuous progress and application of information technology,educational informatization has become a topic that educators pay much attention to.For the difficulty of integrating information technology and subject teaching knowledge,Koehler and Mishra put forward the theory of subject teaching knowledge integrating technology for the first time in 2005,namely,TPACK theory.Based on this theory,this study aims to explore the current situation of TPACK of high school chemistry teachers in Xining City,analyze its influence reasons and propose relevant strategies to improve the TPACK level of high school chemistry teachers in Xining City.First of all,through in-depth understanding of the research status of teachers’ TPACK at home and abroad,this study analyzed and summarized the connotation,components,measurement tools and applications of TPACK.Secondly,through the combination of questionnaire survey and interview method,the TPACK status of high school chemistry teachers in Xining was investigated and analyzed.In order to ensure the effectiveness and reliability of measurement tools,this study refers to the authoritative scale,which is revised and adapted to form a formal scale.Through descriptive analysis and difference analysis of scale data,the TPACK status of high school chemistry teachers in Xining City was obtained.In order to understand the causes of its current situation,randomly selected survey objects were interviewed.Finally,combining with the current situation of Xining high school chemistry teachers’ TPACK,this paper puts forward some suggestions for reference.The research conclusions are as follows: 1.The overall TPACK level of high school chemistry teachers in Xining,Qinghai Province is at an above average level,and the overall average is 3.99,which is "basically consistent".2.In the TPACK level assessment of high school chemistry teachers in Xining City,the score of "T"(technical knowledge)is lower than that of other dimensions without "T".The main factor affecting the TPACK level of teachers is technical literacy.The information technology used by teachers is relatively simple,and they seldom use professional software in the field of chemistry.3.Teachers got the highest score in the dimension of "PCK(subject teaching knowledge)",and the average score of the related single dimension of "PK(teaching method knowledge)" and "CK(subject knowledge)" was good.4.Teachers’ TPACK level has significant differences in gender,teaching years,professional titles,school attributes and teacher training conditions.5.Young teachers are better at combining students’ cultural and socioeconomic backgrounds in teaching.Based on the analysis of the survey results,this study proposed strategies to improve the TPACK level of high school chemistry teachers in Xining City from the perspectives of macro,meso and micro systems.The macro system mainly includes the policy support of the state and the education department,the improvement of training,the standardization of teachers’ work in school education,the enrichment of teaching resources and the guidance of public opinion of social media.The middle view system includes that schools can strengthen the teachers,provide support for teachers,achieve cross-school cooperation and school leaders play a supervisory role to promote the development of education.The micro-system includes the updating of teachers’ personal teaching concepts,continuous learning and reflection,and making growth plans for themselves,so as to promote the improvement of personal information literacy.