| With the rapid development of information technology,information technology is constantly integrated into education.In this process,every teacher is facing a new challenge--the knowledge structure of teachers should be reformed.The reason why more attention should be paid to TPACK,the teaching knowledge of subject integrating technology,is that TPACK is the necessary knowledge for teachers to integrate information technology and teaching knowledge.If high school physics teachers have the subject teaching knowledge of integrated technology,they can improve their own knowledge level and improve the teaching quality of physics class.In order to explore the relationship between the TPACK level of high school physics teachers and the quality of classroom teaching,this paper takes a high school physics teacher in a middle school in Guyuan City as an example,and uses literature analysis,classroom observation and questionnaire to explore.The main research contents are as follows.First,the background,purpose and significance of the research are expounded by reading a large number of literatures,and then the two core concepts of TPACK and classroom teaching quality are defined.Secondly,by referring to the questionnaires about exploring teachers’ TPACK level at home and abroad,we compile a questionnaire to explore teachers’ TPACK level,and analyze the subject teaching knowledge level of high school physics teachers’ integration technology from seven dimensions: CK,PK,TK,PCK,TCK,TPK and TPACK.Again,the high school physics classroom Observation scale based on LICC paradigm is selected to evaluate the teacher’s classroom teaching quality from six first-level indicators: learning situation,subject participation,teaching process,teaching characteristics,classroom culture and teaching effect.Finally,the TPACK level of high school physics teachers and classroom teaching quality are analyzed as a whole,as well as the difference and correlation,so as to obtain the TPACK level and teaching quality of high school physics teachers and the influence of high school physics teachers’ TPACK level on the classroom teaching quality.Through the research,it is found that high school physics teachers have a poor grasp of technical knowledge,but a good grasp of subject knowledge,pedagogical knowledge and pedagogical knowledge.The teacher’s classroom teaching quality is good on the whole.The TPACK level of high school physics teachers will have an impact on the quality of classroom teaching,and the knowledge of the seven dimensions of TPACK will have different impacts on the indicators of classroom teaching quality. |
