师范生信息技术接受度影响因素研究

发布时间：2018-05-24 02:55

本文选题：信息技术 + 技术接受度　；参考：《曲阜师范大学》2017年硕士论文

【摘要】：信息技术在日常生活中的地位变得越来越重要,同样其在教育领域中也是不可或缺的一部分,然而任何一项新技术在学校教育中的应用和推广归根结底取决于使用者的使用态度和行为意图。教师作为课堂教学中直接的引导者,在学生们心中有一定的权威性,可以说是信息技术能否在学校教育中发挥其良好的技术效果,教师在其中扮演着关键性角色。师范生作为中小学教师的后备力量,在课堂教学和教育改革中肩负着重大使命,其信息技术应用能力的高低直接关系到中小学教学质量的好坏。因此,本研究以师范生为研究对象,探究影响其信息技术接受和使用行为的关键因素。本研究搜集和阅读了大量国内外技术接受相关文献,整理出技术接受相关理论及其研究成果。在此基础之上,以UTAUT技术模型为基础模型框架,并结合研究对象特点,引入新变量个人创新,并将原有的四个调节变量变更为性别、教育程度、学科类型、精通程度,构建了师范生信息技术接受度影响因素的假设模型。根据构架的假设模型,结合访谈结果及信息技术实际使用情况,对假设模型中的变量进行界定并作出研究假设,之后参照已有的实证量表,设计出一份信效度良好的调查问卷。本研究选取曲阜师范大学在校师范生进行调研,同时通过SPSS19.0软件和AMOS17.0软件对数据信息进行描述性统计分析、信度效度分析、路径分析、中介效应分析以及多群组分析,检验并修正假设模型,评判研究假设是否成立。数据分析结果显示:(1)绩效期望、努力期望、社群影响、便利条件、个人创新五大变量均对师范生信息技术使用行为产生正向影响。其中,社群影响既可以直接对行为意向产生正向影响,也可以通过绩效期望间接影响师范生的行为意向。(2)在信息技术使用过程中,社群影响层面对师范生信息技术的行为意愿总体的影响效应最大。(3)性别、教育程度、精通程度三大调节变量在努力期望与行为意向、个人创新与行为意向关系层面上均无显著性差异;性别、教育程度、精通程度三大调节变量在社群影响与行为意向关系层面上均有显著性差异。其中,性别、精通程度不同的师范生在绩效期望与行为意向关系层面上有差异性表现;精通程度在便利条件与行为意向的关系层面上均有调节作用;学科类型不具有任何调节作用。最后,根据研究结果,从设计与开发信息技术、增设信息技术相关课程、充实信息技术资源、加强师范生创新性教育四大方面提出策略,旨在进一步促进师范生接受和使用信息技术,实现信息技术技术价值的最优化以及师范生信息化教与学能力的提升。
[Abstract]:Information technology is becoming more and more important in daily life, and it is also an integral part of the field of education. However, the application and promotion of any new technology in school education ultimately depends on the user's attitude and behavior intention. As a direct guide in classroom teaching, teachers have certain authority in the minds of students. It can be said that information technology can play a good technical effect in school education, and teachers play a key role in it. As the reserve force of primary and secondary school teachers, normal school students shoulder a great mission in classroom teaching and educational reform, and their ability to apply information technology is directly related to the quality of teaching in primary and secondary schools. Therefore, this study takes normal students as the research object to explore the key factors that affect their acceptance and use of information technology. This study collected and read a large number of domestic and foreign literature on technology acceptance, and sorted out the relevant theory and research results of technology acceptance. On this basis, taking the UTAUT technology model as the basic model framework and combining the characteristics of the research object, the author introduces the new variable individual innovation, and changes the original four regulating variables into gender, education level, subject type, proficiency degree. A hypothetical model of the factors influencing the acceptance of information technology in normal school students is constructed. According to the hypothesis model of the framework, combined with the interview results and the actual use of information technology, the variables in the hypothesis model are defined and hypothesized, and then a questionnaire with good reliability and validity is designed according to the existing empirical scale. In this study, the students of Qufu normal University were investigated. At the same time, descriptive statistical analysis, reliability and validity analysis, path analysis, intermediary effect analysis and multi-group analysis were carried out through SPSS19.0 and AMOS17.0 software. Test and modify the hypothesis model and judge the validity of the research hypothesis. The result of data analysis shows that the five variables of performance expectation, effort expectation, community influence, convenience condition and personal innovation have positive effects on the information technology use behavior of normal school students. Among them, community influence can not only directly affect behavior intention, but also indirectly influence normal students' behavior intention through performance expectation in the process of using information technology. The community influence level has the biggest effect on the behavior intention of normal school students' information technology. (3) gender, education level, proficiency level are the three major regulating variables in the effort expectation and behavior intention. There was no significant difference in the relationship between personal innovation and behavioral intention, and there were significant differences among the three major regulatory variables: gender, education level and proficiency level in the relationship between community influence and behavioral intention. Among them, normal school students with different gender and proficiency level have different performance on the level of performance expectation and behavioral intention, proficiency level has the regulating role on the level of the relationship between convenience conditions and behavioral intention. The type of discipline does not have any regulatory effect. Finally, according to the research results, from the design and development of information technology, the addition of information technology related courses, the enrichment of information technology resources, the strengthening of teachers' innovative education four aspects of the strategy, The purpose of this paper is to further promote the acceptance and use of information technology, optimize the value of information technology and enhance the ability of information teaching and learning of normal school students.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G652

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