农村中学生对混合式教学接受度的影响因素研究

发布时间：2018-04-16 19:34

  本文选题：混合式教学 + 学生接受度　； 参考：《华中师范大学》2017年硕士论文

【摘要】：随着教育信息化的逐渐发展和深入推进,信息技术推动了教育教学方式的不断改革和创新。作为教育信息化背景下形成的一种新型教学模式,混合式教学由于有效结合了在线学习和线下学习的优势而备受青睐。2000年以来,国家大力推进农村基础教育信息化的发展,混合式教学为农村中小学校进行教学改革从而获得发展提供了契机。混合式教学能否在农村中小学校成功实施并广泛推广,在一定程度上会受到学生接受度的影响。因此,本文在已有研究的基础上,结合学生访谈结果,探究了影响农村中学生对混合式教学接受度的关键因素以及这些因素之间的关系,希望在以后的教学实践中可以通过调节和控制各影响因素带来的变化,提高学生的满意度和教学效果。本研究以福鼎市第二中学开展混合式教学为背景,使用文献研究法、访谈法、问卷调查法和数据分析法开展研究,主要完成了如下工作:(1)归纳和分析国内外混合式教学相关文章、技术接受与采纳理论,结合学生访谈结果,提出影响农村中学生对混合式教学接受度的主要因素。(2)依据影响因素之间的关系,在UTAUT模型的基础上,构建农村中学生对混合式教学接受度的影响因素的理论模型,并提出研究假设。(3)在已有成熟问卷基础上,编制农村中学生对混合式教学接受度的调查问卷,并选取福鼎市第二中学高中一年级学生填写问卷,最终回收381份有效问卷。(4)使用SPSS 19.0对问卷数据统计分析,采用结构方程模型的方法在AMOS 20.0中建立模型,检验假设模型和研究假设的合理性和正确性。研究得出以下结论:(])绩效期望、感知愉悦性、努力期望和自我学习管理对行为意向有着正向的影响;(2)努力期望、自我学习管理对绩效期望有着正向的影响;(3)个人创新性、促进条件对努力期望有着正向的影响;(4)社会影响、个人创新性对行为意向无显著影响;(5)性别可以调节自我学习管理与行为意向、个人创新性与努力期望之间的关系;(6)使用经验可以调节努力期望与行为意向、个人创新性与努力期望之间的关系。为了提升学生的满意度和教学效果,本研究也对农村中小学校实施混合式教学提出了相关的建议:内容大于形式,探索个性化的教学模式;搭建教学平台,完善学习资源的建设;减轻学生的压力,满足不同学生的需求;加强师生培训,关注多方面能力提升。
[Abstract]:With the gradual development and further promotion of educational informatization, information technology has promoted the continuous reform and innovation of educational teaching methods.As a new teaching mode formed under the background of educational informatization, hybrid teaching is favored for combining the advantages of online learning and offline learning. Since 2000, the country has vigorously promoted the development of basic education information in rural areas.Mixed teaching provides an opportunity for rural primary and secondary schools to reform teaching and obtain development.Whether the mixed teaching can be successfully implemented and widely popularized in rural primary and secondary schools will be influenced by the acceptance of students to some extent.Therefore, based on the existing research and the results of student interviews, this paper explores the key factors that affect the acceptance of mixed teaching in rural middle school students and the relationship between these factors.It is hoped that the students' satisfaction and teaching effect can be improved by adjusting and controlling the changes brought about by various influencing factors in the teaching practice in the future.This study is based on the mixed teaching in the second middle school of Fuding city. It uses the methods of literature research, interview, questionnaire and data analysis to carry out the research.The main work is as follows: 1) Induction and analysis of domestic and foreign mixed teaching related articles, technical acceptance and adoption theory, combined with the results of student interviews.Based on the UTAUT model, a theoretical model of the influence factors of rural middle school students' acceptance of mixed teaching is put forward, which is based on the relationship between the influencing factors and the main factors that affect the acceptance of mixed teaching in rural middle school students, based on the UTAUT model, a theoretical model of the factors influencing the acceptance of mixed teaching in rural middle school students is established.On the basis of the existing mature questionnaire, the author compiled the questionnaire on the acceptance of mixed teaching among rural middle school students, and selected the first grade students of the second middle school in Fuding City to fill out the questionnaire.SPSS 19.0 was used to analyze the questionnaire data, and the structural equation model was used to establish the model in AMOS 20.0 to test the rationality and correctness of the hypothetical model and the research hypothesis.The following conclusions are drawn from the study: performance expectation, perceived pleasure, effort expectation and self-learning management have positive effects on behavior intention; Self-learning management has a positive impact on performance expectation and self-learning management has a positive impact on performance expectation.Promotion conditions have a positive impact on effort expectation. (4) Social impact. Personal innovation has no significant effect on behavior intention. 5) gender can regulate self-learning management and behavioral intention.The relationship between individual innovation and effort expectation. (6) using experience can adjust the relationship between effort expectation and behavior intention, and between individual innovation and effort expectation.In order to improve students' satisfaction and teaching effect, this study also put forward some suggestions for rural primary and secondary schools to implement mixed teaching: content is more than form, explore individualized teaching mode, build teaching platform,Improve the construction of learning resources; reduce the pressure of students to meet the needs of different students; strengthen the training of teachers and students, pay attention to a variety of abilities.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G632.0
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本文编号：1760291