Research On TPACK Ability Cultivation Of Physical Education Normal School Students In Shandong Provinc

In the face of rapid economic,technological and cultural development and profound changes in social life,the main points of the work of the Ministry of Education in 2021 clearly point out the need to promote the high-quality development of teacher education and to continuously promote the professional knowledge reserve,operational skills training and physical education cultivation of secondary school physical education teachers,while university physical education teacher trainees,as their main reserve,should also continuously improve their own ability and quality.In the Education Informatization 2.0 Action Plan promulgated by the Ministry of Education,it is pointed out that the development goal of "three full,two high and one big" should be basically achieved by 2022,i.e.the application of teaching technology should cover all teachers,the application of learning should cover all students and the construction of digital campus should cover all schools.This reflects the importance of IT knowledge to the development of education.In this paper,we use eleven physical education students in eleven general institutions of higher education in Shandong Province,which are representative and have physical education as their major,to investigate the current level of TPACK ability development of physical education students in Shandong Province,using literature,questionnaires,expert interviews,mathematical statistics and logical analysis.The TPACK competence of physical education teacher-training students consists of seven components: technical knowledge,physical education subject knowledge,pedagogical knowledge,physical education subject pedagogical knowledge,pedagogical knowledge that integrates technology,physical education subject knowledge that integrates technology,and physical education subject pedagogical knowledge that integrates technology,and the group is required to be able to learn to integrate and apply the three basic knowledge.Based on the analysis of differences and discussion of the current situation,this study clarifies the problems that exist at the level of training physical education teacher trainees in universities at present,and then proposes strategies for the cultivation of TPACK competence of physical education teacher trainees,and explores the path of cultivating TPACK competence of physical education teacher trainees,so as to provide reference and reference for improving the quality of talent cultivation in universities.The main conclusions of this paper are as follows.1.The cultivation of TPACK ability of physical education teacher training students suffers from the problem of having a single quality but not enough overall quality,mainly due to the lack of integration ability caused by insufficient accumulation of practical experience.The mean values of TPACK levels of students who participated in educational internship were significantly higher than those of students who did not participate in educational internship.The difference in educational internship experience had significant differences on the knowledge of PK,TK,PCK and TPACK elements of physical education teacher training students in Shandong Province,indicating that educational internship experience has a certain effect on the improvement of PK,TK,PCK,knowledge and TPACK ability.2.Gender differences affect the TPACK ability of physical education teacher-training students.Gender differences have significant differences on the knowledge of CK and TK elements of physical education teacher-training students in Shandong Province,and the level of technical knowledge of male students is significantly higher than the level of technical knowledge of female students.3.Grade differences affect the level of TPACK ability of teacher-training students,the TPACK level of physical education teacher-training students in the fourth year is significantly higher than that of physical education teacher-training students in the third year,and the grade differences have significant differences on the knowledge of CK,TCK and TPK elements of physical education teacher-training students in Shandong Province,indicating that the more knowledge accumulated,the stronger the TPACK ability of physical education teacher-training students.4.The frequency of using information technology affects the level of TPACK ability of physical education teacher-training students,and the more frequently information technology is used,the stronger the TPACK ability of physical education teacher-training students.There are significant differences between the seven dimensions of TPACK ability of physical education teacher-training students in Shandong Province according to the difference of the frequency of using information technology,indicating that the more frequently information technology is used,the stronger the TPACK ability of physical education teacher-training students.5.There were positive correlations among PK,CK,TK,TCK,TPK,PCK and TPACK.TPK had the highest correlation with TPACK,TK was highly correlated with TCK and TPK,and PCK was highly correlated with PK and CK.The conclusions validate the convergent view proposed by Mishra and Koehler that each knowledge development can contribute to the development of TPACK competencies in PE teacher educators.The development of TPACK competencies for PE teacher-training students should be carried out at three levels: at the conceptual level,strengthening ideological leadership,reinforcing TPACK theoretical identity,establishing a modern view of teaching and learning,fostering a sense of TPACK community,echoing the needs of PE classrooms,and encouraging TPACK self-driven learning;at the theoretical level,improving professional development programmes,offering TPACK corresponding At the theoretical level,improve professional training programmes,offer courses corresponding to TPACK dimensions,improve professional training programmes,offer courses corresponding to TPACK dimensions,accumulate physical education teaching resources and create a TPACK application case library;at the practical level,increase investment in counterpart technologies,enrich TPACK learning experiences,develop relevant operational cooperation,give TPACK exchange opportunities and optimise professional internship models to promote the transformation of TPACK theory.