Research On The Teaching Behavior Of Information Technology Teachers In Excellent Class Based On TPACK

With the development of education reform and the accomplishment of new curriculum,classroom research becomes an important role in education study.Classroom teaching behaviors is a significant part of classroom teaching,so it is critical for whole education development to study it.Teacher’s classroom teaching behavior refers to all the physical activities in the classroom teaching situation,including the behaviors of teachers and students as well as the interaction behaviors between teachers and students.The information technology is developing,the ability of information technology and curriculum integration has played an important role in evaluation indexes to evaluate teachers’ classroom teaching.The aim of “Subject Teaching Knowledge with Integrated Technology”(TPACK)not only clarifies the new knowledge structure that teachers should have in the era of educational information,but also provides a new perspective for the research of teachers’ teaching behavior.Based on the above background,four high-quality ministerial-level courses from the national education resource service platform are selected,uses the classroom observation method and video analysis method,adopts the improved Flanders Interaction Analysis System(IFIAS),and uses the Nvivo12 software to conduct manual coding,and conducts a case study on the selected new teaching sample courses.The main work: firstly,design the form and determine the coding rules.The forms that need to be designed and formulated mainly include teacher classroom activity observation record,teacher teaching behavior coding table and TPACK coding table,and the coding rules that need to be determined mainly include TPACK and teacher teaching behavior coding rules.;Secondly,watch the actual class notes based on reading and understanding the instructional design developed by each teacher in each quality class,and record the main activities of teachers and students in keywords during each period to get an initial understanding of the class.Thirdly,the classroom transcripts will be transcribed,and then Nvivo12 is used for manual coding according to the coding rules.Fourthly,the frequency and duration of teachers’ teaching behaviors are recorded in Excel tables for quantitative statistical analysis and comparative analysis,and then summarized from the aspects of teachers’ teaching behaviors,teachers’ TPACK and the correlation between teachers’ teaching behaviors and TPACK,that is,in which the elements of TPACK are mainly reflected.The purpose of this study is to provide a reference for the development of the teaching behavior of primary school Chinese teachers,especially novice Chinese teachersThe results: firstly,teachers use the structure of questions and answers between teachers and students to arrange teaching.Secondly,teachers are good at using questioning skills and balancing the number of open questions and closed questions.Thirdly,teachers should not only lead the learning and play an important role,but also give enough chances to make students learn by themselves.The classroom style presented is democratic,and teaching style is inspiring.The classroom atmosphere is good.The relationship between teachers and students is harmonious.Students answer questions in class initiative,and enthusiasm is high.Fourthly,teachers in excellent courses are good at applying technical knowledge(TK)to questions and explanations in class to optimize the classroom teaching effect.The frequency and duration of TK elements alone in teachers’ teaching behaviors are small,but they mostly appear in combination with other elements.For example,teachers are good at organizing classroom activities with technology,presenting Chinese subject content knowledge with technology,creating situations,and teaching with certain teaching methods.Fifthly,the development of teachers’ teaching behaviors is closely related to the elements of TPACK.All teachers’ behaviors can reflect the elements of TPACK,and TPACK elements mostly appear in the form of integration.