Investigation And Improvement Strategies Of Primary School Mathematics Teachers’ Information-Based Teaching Competency Based On TPMK Model

The mathematics class is continuously changing with the development of information technology.Not only accelerated the new discovery of mathematics knowledge,but also information technology is quietly changing the teaching and learning of mathematics courses.With the development of the times,information technology has gone deeper into every process of mathematics class.It is out of date for mathematics teachers which only have mathematics teaching knowledge.They also need to have strong information-based teaching ability,constantly think about more effectively utilizing educational technology and improving efficiency in mathematics teaching.They should continuously grow into new type of teachers which integrate information technology and mathematics teaching.Mishra and Koehler integrated technical elements into PCK(short for Pedagogical Content Knowledge)for the first time since 2006,forming a new teacher knowledge framework which called TPACK(short for Technological Pedagogical and Content Knowledge)model.In the field of mathematics education,researchers continue to carry out theoretical research and practice on TPACK theory system,and put forward TPMK(short for Technological Pedagogical and Mathematics Knowledge)model for mathematics education.Connecting with existing research results about the TPMK model,the assessment indicators of mathematics teacher’s information-based teaching competency applied in this paper are three basic competencies: MA(short for mathematics-related ability),PA(short for teaching-related ability)and TA(short for technology-related ability),and four integrated application competencies,including PMA(short for mathematics teaching ability),TPA(short for integrated technology teaching ability),TMA(short for integrated technology mathematical ability)and TPMA(short for integrated technology mathematics teaching ability).In this paper,we take all primary school mathematics teachers in S District as the research object,investigate the development status of primary school mathematics teachers’ information-based teaching competency,in order to discover the level of teachers’ information-based teaching competency,find out the internal differences of teachers,and give corresponding suggestions for the development of primary school mathematics teachers’ information-based teaching competency.The research finds that:(1)Primary school mathematics teachers generally perform poorly in TA and TPA;(2)In order to promote mathematics teachers’ TPMA,it is necessary to improve teachers’ TPA and TMA;(3)The mature mathematics teachers and junior primary school mathematics teachers are weak in TMA;.(4)There are no significant differences between teachers of different genders,and teachers have the strongest information-based teaching competency in the growing period.We give suggestions that teacher education institution should:(1)build guarantee system,set up the information-based teaching competency content target system and promotion plan,to promote teachers’ ability development in the form of whole district and whole school,and to implement promotion project in a targeted as well as phased manner;(2)promote the individualized development of teachers’ information-based teaching competency with targeted,differentiated programs and personalized resources,and to build a closed-loop path for improving teachers’ information-based teaching competency with the goal system of information-based teaching competency content target system as the core;(3)play the role of demonstration,guidance and radiation of key teachers in the promotion,and form multi-form learning communities such as cross-stage,to promote the common development of teachers’ information-based teaching competency.