大学教师使用微信辅助教学行为研究及案例分析

发布时间：2018-04-20 04:07

本文选题：大学教师 + 微信辅助教学　；参考：《东北师范大学》2017年硕士论文

【摘要】：通过对社会性软件辅助教学的文献研究发现,互联网对人们的教育和生活等领域产生了深化影响。以微信为代表的手机应用作为一种信息技术手段实现学习资源的共享和传递,在教育领域中得到了一定程度的应用和研究,尤其是在高等教育领域。研究主要分为两个大的方向,一是探究微信对学生群体产生的多方面影响,二是部分教师对微信辅助教学进行设计与研究。为能更好地促进大学教师使用微信辅助教学,采用理论与实践相结合的方式探究微信辅助教学影响因素之间的关系,并以长春师范大学传媒学院教育技术学专业“远程教育基础”课程为例,进行设计与实施,以探究实践效果。首先,通过对微信辅助教学相关文献进行研究,发现微信辅助教学过程设计与实施的主要阶段。在文献研究和混合式学习等理论基础上构建了大学教师使用微信辅助教学模式。将该模式分成三个主要阶段:前期分析阶段、微信辅助教学设计与开展阶段和教学评价阶段。在大学教师使用微信辅助教学模式的基础上结合技术接受和使用整合理论(Unified Theory of Acceptance and Use of Technology,UTAUT)分析微信辅助教学行为,析取影响因素。参照技术接受模型构建大学教师使用微信辅助教学行为影响因素关系,结合影响因素与行为关系提出研究假设。其次,参考影响因素关系模型设计问卷,制定问卷规则进行预调研,结合反馈信息调整问卷。采用相关分析、回归分析等方式分析和验证大学教师使用微信辅助教学的影响因素,验证假设并对所构建关系模型进行修正。提出在大学教师使用微信辅助教学过程中应尽量减少操作条件阻碍;在使用微信的过程中要充分考虑课程内容与微信功能的适切性,降低操作难度;在开展教学活动时应制定相关行为准则等几点建议。基于微信的教学评价方式对教师使用微信辅助教学的感知易用存在负向影响,因此,教师可根据实际情况选择性采取这种评价方式。最后,在了解影响大学教师使用微信辅助教学的积极因素和消极因素的基础上,结合微信辅助教学模式,考虑了微信的功能支持和教学内容适切性等条件,以教育技术专业课“远程教育基础”为例,围绕课前、课上、课后和课外阶段进行了具体的设计与实施。通过对教学效果分析,发现在具体实施过程中制定更加全面的规则是保持活动顺利进行的关键,在减少教师的工作量及对教师自身负面影响的基础上充分地锻炼了学生的学习和应用能力。
[Abstract]:Through the research on the literature of social software-assisted teaching, it is found that the Internet has a deep influence on people's education and life. The mobile phone application represented by WeChat as an information technology means to share and transfer learning resources has been applied and studied to a certain extent in the field of education especially in the field of higher education. The research is divided into two major directions, one is to explore the influence of WeChat on the student group, the other is to design and research the WeChat assisted teaching. In order to better promote university teachers to use WeChat assisted teaching, the relationship between the influencing factors of WeChat assisted teaching is explored by combining theory and practice. In order to explore the practical effect, this paper takes the course of distance Education as an example in Changchun normal University School of Media. First of all, through the research on the relevant literature of WeChat assisted instruction, we find out the main stages of the design and implementation of the WeChat aided teaching process. On the basis of literature research and mixed learning theory, this paper constructs the teaching mode of WeChat-assisted teaching for university teachers. The model is divided into three main stages: the stage of early analysis, the stage of design and development of WeChat aided instruction and the stage of teaching evaluation. On the basis of university teachers' use of WeChat assisted teaching model, combined with technology acceptance and integration theory, unified Theory of Acceptance and Use of technology UTAUTU is used to analyze the behavior of WeChat assistant teaching, and the influencing factors are extracted. According to the technology acceptance model, this paper constructs the relationship between the influencing factors of university teachers' use of WeChat assisted instruction behavior, and puts forward the research hypothesis combining the influence factors and the behavior relationship. Secondly, the questionnaire is designed with reference to the relationship model of influencing factors, and the questionnaire rules are established for pre-investigation, and the questionnaire is adjusted with feedback information. By means of correlation analysis and regression analysis, this paper analyzes and verifies the influencing factors of university teachers' use of WeChat assisted instruction, verifies the hypothesis and modifies the established relational model. It is suggested that the operation conditions should be reduced in the process of university teachers' use of WeChat, the appropriateness of course content and WeChat function should be fully considered in the course of using WeChat, and the difficulty of operation should be reduced. Some suggestions should be made when carrying out teaching activities, such as relevant codes of conduct. The teaching evaluation method based on WeChat has a negative effect on the perceived ease of use of WeChat assisted instruction. Therefore, teachers can selectively adopt this evaluation method according to the actual situation. Finally, on the basis of understanding the positive and negative factors that affect university teachers' use of WeChat assisted instruction, and combining with the mode of WeChat assisted teaching, the author considers the functional support and the suitability of teaching content of WeChat. Taking the basic of distance education as an example, the paper designs and implements the course of distance education before, after, after and after class. Through the analysis of the teaching effect, it is found that making more comprehensive rules is the key to keep the activities going smoothly. On the basis of reducing the workload of teachers and negative effects on teachers themselves, the students' learning and application abilities are fully trained.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G642

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