Study of Relationship between Classroom Teaching Structure and TRACK Structure of Science Teachers in Middle Schools

Abstract

Teachers' Technological Pedagogical Content Knowledge (TPACK) makes appropriate selection and implementation of technology in instruction possible. The creation of the framework of TPACK has opened up a new research field for teachers' professional development (Mishra & Koehler, 2005). There is a certain relationship between science teachers' TPACK cognition level and their teaching experience, gender and age (Tsai, Chai, and et al., 2013). However, researches of science teachers' TPACK are not enough in China. This paper analyses classroom teaching structure and TRACK structure of science teachers in middle school and the relationship between the two structures through the three dimensions of classroom behavior, teaching media and TPACK elements. By taking high-quality science class practice at D middle school in Jilin Province in China as the research object, after analyzing and researching the video of high-quality class, the author develops an Educational Technology Interaction Analysis System (ETIAS) based on the existing analysis system (Flanders, 1970; Zhang & Wang, 2015). This new system makes a comprehensive and in-depth analysis of the various behaviors in an effective way, and visualizes the research data results and finally presents them.