Analysis of Grade Difference of TPACK Among Teacher-Oriented Students of Mathematics in Qinghai-Tibet Plateau Area

Proceedings of the 7th International Conference on Social Science and Higher Education (ICSSHE 2021) Pub Date : 1900-01-01 DOI:10.2991/assehr.k.211122.049

Yu Wang, Ying Wang, D. Lu

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Abstract

TPACK is the basis of effective teaching in today's era, and it is also the key content of teachers' professional development. The mastery of TPACK of the teacher-oriented students of mathematics in local colleges and universities directly affects the quality of mathematics teaching in the region in the future. The mastery of TPACK is affected by many factors such as educators' own psychological or external conditions. This study takes into account the factors affecting the mastery of TPACK, designs the teacher-oriented students of mathematics TPACK questionnaire, and conducts a full sample survey of the teacher-oriented students of mathematics in Qinghai-Tibet plateau area. The results show significant grade differences in CK, PK, PCK, TCK, TPK and TPCK of the teacher-oriented mathematics students in the Qinghai-Tibet plateau area. Furthermore, the influence intensity of each factor on TPACK of the teacher-oriented students of mathematics in different grades is different.

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青藏高原地区数学教师型学生TPACK的年级差异分析

TPACK是当今时代有效教学的基础，也是教师专业发展的关键内容。地方高校数学师范生对TPACK的掌握程度直接影响到未来地区数学教学的质量。对TPACK的掌握程度受教育者自身心理或外部条件等诸多因素的影响。本研究考虑到影响数学教师型学生TPACK掌握的因素，设计了数学教师型学生TPACK问卷，并对青藏高原地区数学教师型学生进行了全样本调查。结果表明，青藏高原地区教师型数学学生CK、PK、PCK、TCK、TPK和TPCK的年级差异显著。此外，各因素对不同年级数学教师型学生的TPACK的影响程度也不同。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Proceedings of the 7th International Conference on Social Science and Higher Education (ICSSHE 2021)

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