中小学教师的技术接受性干预设计

发布时间：2018-06-07 00:05

本文选题：技术接受模型 + 基于设计的研究　；参考：《上海师范大学》2009年硕士论文

【摘要】： 信息技术给教育带来了深刻的影响,纵览国内外,无不为把信息技术如何有效地支持学生的学习和教师的专业发展、如何在数字化时代为学生创建一个丰富的信息化学习环境而努力。教育信息化是以教学方式和学习方式的变革为根本目标的,这也就要求教师和学生能接受和采纳新技术以及新技术带来的全新的教学和学习理念。技术的应用势必打破固有的教与学的观念,因而会引起一些教师和学生的抵触,国内外都普遍存在这种情况。对于中小学生来讲,他们还是需要在教师的引导和帮助下学习,教师对新技术的接受和使用情况直接影响着学生学习方式的变革,所以研究中小学教师的技术接受行为显得尤为重要。本文从技术接受模型的角度研究如何对中小学教师进行干预以促进教师对新技术的接受,即中小学教师的技术接受性干预设计。围绕这一主题,本研究主要完成了以下几方面工作: 一、通过文献研究梳理了国内外学者对教师技术接受性的研究现状,分析了已有研究中存在的问题,作为本文研究的出发点。二、在理论研究的基础上,构建了教师技术接受性的设计研究实践框架,并着重探讨了包括绩效期望、付出预期、社会影响和促进条件组成的干预系统设计。三、在实践中运用了教师技术接受性的设计研究实践框架,对实验学校的教师采取干预措施,促进了教师对技术的接受。四、对新境脉下教师运用新技术进行案例分析,分析了为什么教师会拒绝或采纳新技术,总结了教师技术接受的促进因素,并根据实验和案例分析的结果,提炼出了促进教师技术接受的干预措施。最后,总结了本文的研究结论、贡献以及存在的问题,并对进一步的研究提出了建议和设想。
[Abstract]:Information technology has had a profound impact on education. If you look around the world, you can see how information technology can effectively support students' learning and teachers' professional development. How to create a rich information learning environment for students in the digital age. The fundamental goal of educational informatization is to change the teaching and learning methods, which requires teachers and students to accept and adopt new teaching and learning ideas brought about by new technologies and new technologies. The application of technology is bound to break the inherent concept of teaching and learning, which will cause some teachers and students to resist, which is common both at home and abroad. For primary and middle school students, they still need to learn under the guidance and help of teachers. Teachers' acceptance and use of new technologies have a direct impact on the transformation of students' learning methods. Therefore, it is particularly important to study the technical acceptance behavior of primary and secondary school teachers. From the perspective of technology acceptance model, this paper studies how to intervene primary and secondary school teachers in order to promote teachers' acceptance of new technology, that is, the design of technical receptive intervention of primary and secondary school teachers. Around this theme, this study mainly completed the following aspects of work: First, through the literature research, this paper combs the domestic and foreign scholars' research status of teachers' technology acceptability, analyzes the existing problems in the existing research, as the starting point of this study. Secondly, on the basis of theoretical research, this paper constructs a practical framework of teachers' technical acceptance design, and focuses on the design of intervention system including performance expectation, pay expectation, social influence and promotion conditions. Thirdly, the author applies the frame of design and practice of teachers' acceptance of technology in practice, takes intervention measures to teachers of experimental schools, and promotes teachers' acceptance of technology. Fourthly, the paper analyzes the reasons why teachers refuse or adopt new technologies, summarizes the factors that promote teachers' acceptance of technology, and analyzes the results of experiments and case studies on the use of new technologies by teachers under the new circumstances. The intervention measures to promote teachers' technical acceptance were refined. Finally, the conclusions, contributions and existing problems of this paper are summarized, and suggestions and assumptions for further research are put forward.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G434;G635.1

【引证文献】