Investigation And Research On TPACK Of High School Mathematics Teachers In A Certain Area Of Fujian Province

The development of information technology has put forward new era requirements for teachers,and education informatization has become an inevitable trend in the development of education and teaching.The Technological Pedagogical and Content Knowledge(TPACK for short)is formed by the organic combination of information technology knowledge,subject knowledge and teaching knowledge.Compound knowledge is the necessary knowledge for teachers to carry out informatization teaching.This thesis defines TPACK and its five components,and uses questionnaire survey,class observation and interview survey methods to analyze the current situation of TPACK among the senior school mathematics teachers in a certain area of Fujian Province.Conduct survey research,draw research conclusions and make recommendations for developing teacher TPACK.The following are the main results of this thesis.First of all,the "TPACK Questionnaire for High School Mathematics Teachers" was designed.The reliability and validity of the questionnaire was good.The results showed that the average TPACK score of high school mathematics teachers in a certain area of Fujian Province was 3.55,which was in the upper middle level;TPACK has significant differences in the teaching age of teachers,and the TPACK of non-experienced teachers is higher than that of experienced teachers;there is a significant positive correlation between the five dimensions of TPACK knowledge,and the development of each knowledge complements each other.Secondly,the "TPACK Class Observation Table for Senior School Mathematics Teachers" was designed.Each observation point has four levels: understanding,application,integration and transformation.And a comparative observation was made in the class of non-experienced teacher C and experienced teacher L of the same school with the same subject.The results show that if the experienced teachers have a positive attitude towards information-based teaching and put them into practice,they are more likely to master TPACK than young teachers.Thirdly,the "Interview Outline of TPACK for High School Mathematics Teachers" was designed.Through in-depth interviews with teachers C and L,we learned the viewpoints of front-line teachers that were difficult to directly understand in questionnaires and class observations,including the leading concept of integrated technology,curriculum and problems and difficulties in the integration of resource knowledge,teaching evaluation knowledge and information technology into senior school mathematics class.Finally,combining the results of three investigations and studies,three important conclusions are drawn:(1)The TPACK of young senior school math teachers in a certain area of Fujian is generally higher than that of experienced teachers;(2)Teachers tend to ignore the problem-solving of students combined with technology development;(3)The external conditions for the integration of information technology into the class are insufficient.The author puts forward corresponding suggestions for the development of TPACK for teachers:(1)Teachers should consciously learn relevant knowledge and improve the ability of information technology integration;(2)For teachers who have certain relevant knowledge should keep pace with the times and change teaching strategies to improve students’ problem-solving ability;(3)Schools and society should give corresponding support to promote the development of overall education.