Research On TPACK Competency Coding And Assessment Of Primary School Mathematics Teachers Based On Video Analysis

Nowadays,education digitization has become a national strategy,the deep integration of information technology and subject education has been paid more and more attention.The development of information technology has provided teachers with abundant teaching resources and methods and tools to support the teaching of teachers of various subjects.The subject pedagogy knowledge(TPACK)integrated by primary school mathematics teachers plays an important role in promoting primary school mathematics teaching and teachers’ own development.Based on this,this study is mainly aimed at primary school mathematics teacher TPACK ability coding and evaluation research.This study compiled a coding system to measure the TPACK ability of primary school mathematics teachers,carried out video analysis and research on the TPACK ability of primary school mathematics teachers on the S platform,and finally put forward suggestions on improving the TPACK ability of primary school mathematics teachers through case studies.Starting from exploring the characteristics of the integration of primary school mathematics subject and modern educational technology,this study carried out theoretical construction and empirical research based on the concept of subject teaching method knowledge of integrated technology.The main research results are as follows:Firstly,a coding system of TPACK ability evaluation of primary school mathematics teachers is compiled by literature method and lesson analysis,and the coding system is modified by interview method.This coding system is constructed from the three dimensions of primary school mathematics teaching content,teaching method and technology,and expanded to the second-level dimension respectively.The teaching content dimension has 4 first-level dimensions and 11 second-level dimensions,the teaching method dimension has 6 first-level dimensions and 13 second-level dimensions,and the technology dimension has 4 first-level dimensions and 20 second-level dimensions.Secondly,video analysis method,co-occurrence analysis method and case analysis method are used to carry out the TPACK ability evaluation research of primary school mathematics teachers on the S platform.With the video of 14 class cases on S platform as the research sample and the developed coding system of elementary school mathematics teachers’ TPACK ability evaluation as the basis for video analysis and data processing,the video analysis and case analysis are carried out on 14 class case videos that basically cover all learning fields and segments of elementary school mathematics.According to the evaluation coding system,the original labels of video analysis are summarized and co-present analysis is carried out to evaluate the TPACK ability characteristics of primary school mathematics teachers on the S platform.Thirdly,based on the conclusion of video analysis and case analysis,this paper puts forward some suggestions for primary school mathematics teachers to improve their TPACK ability.Starting from the four subcategories of elementary school mathematics teaching content,namely conceptual knowledge,computational measurement,spatial imagination and conceptual consciousness,this paper puts forward some suggestions from the perspective of how to combine teaching methods and techniques with teaching content,so as to promote the TPACK ability of elementary school mathematics teachers in classroom teaching.On the basis of theoretical construction and empirical research,this study evaluated the TPACK ability of teachers in specific learning segments and specific subjects,which has practical guiding significance for the teaching of primary school mathematics teachers,which is conducive to promoting the classroom teaching of primary school mathematics teachers,and also conducive to the reflection of classroom teaching of primary school mathematics teachers.