本文選題：混合式教學(xué) + 學(xué)生接受度　； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：隨著教育信息化的逐漸發(fā)展和深入推進(jìn),信息技術(shù)推動(dòng)了教育教學(xué)方式的不斷改革和創(chuàng)新。作為教育信息化背景下形成的一種新型教學(xué)模式,混合式教學(xué)由于有效結(jié)合了在線學(xué)習(xí)和線下學(xué)習(xí)的優(yōu)勢而備受青睞。2000年以來,國家大力推進(jìn)農(nóng)村基礎(chǔ)教育信息化的發(fā)展,混合式教學(xué)為農(nóng)村中小學(xué)校進(jìn)行教學(xué)改革從而獲得發(fā)展提供了契機(jī)�；旌鲜浇虒W(xué)能否在農(nóng)村中小學(xué)校成功實(shí)施并廣泛推廣,在一定程度上會(huì)受到學(xué)生接受度的影響。因此,本文在已有研究的基礎(chǔ)上,結(jié)合學(xué)生訪談結(jié)果,探究了影響農(nóng)村中學(xué)生對(duì)混合式教學(xué)接受度的關(guān)鍵因素以及這些因素之間的關(guān)系,希望在以后的教學(xué)實(shí)踐中可以通過調(diào)節(jié)和控制各影響因素帶來的變化,提高學(xué)生的滿意度和教學(xué)效果。本研究以福鼎市第二中學(xué)開展混合式教學(xué)為背景,使用文獻(xiàn)研究法、訪談法、問卷調(diào)查法和數(shù)據(jù)分析法開展研究,主要完成了如下工作:(1)歸納和分析國內(nèi)外混合式教學(xué)相關(guān)文章、技術(shù)接受與采納理論,結(jié)合學(xué)生訪談結(jié)果,提出影響農(nóng)村中學(xué)生對(duì)混合式教學(xué)接受度的主要因素。(2)依據(jù)影響因素之間的關(guān)系,在UTAUT模型的基礎(chǔ)上,構(gòu)建農(nóng)村中學(xué)生對(duì)混合式教學(xué)接受度的影響因素的理論模型,并提出研究假設(shè)。(3)在已有成熟問卷基礎(chǔ)上,編制農(nóng)村中學(xué)生對(duì)混合式教學(xué)接受度的調(diào)查問卷,并選取福鼎市第二中學(xué)高中一年級(jí)學(xué)生填寫問卷,最終回收381份有效問卷。(4)使用SPSS 19.0對(duì)問卷數(shù)據(jù)統(tǒng)計(jì)分析,采用結(jié)構(gòu)方程模型的方法在AMOS 20.0中建立模型,檢驗(yàn)假設(shè)模型和研究假設(shè)的合理性和正確性。研究得出以下結(jié)論:(])績效期望、感知愉悅性、努力期望和自我學(xué)習(xí)管理對(duì)行為意向有著正向的影響;(2)努力期望、自我學(xué)習(xí)管理對(duì)績效期望有著正向的影響;(3)個(gè)人創(chuàng)新性、促進(jìn)條件對(duì)努力期望有著正向的影響;(4)社會(huì)影響、個(gè)人創(chuàng)新性對(duì)行為意向無顯著影響;(5)性別可以調(diào)節(jié)自我學(xué)習(xí)管理與行為意向、個(gè)人創(chuàng)新性與努力期望之間的關(guān)系;(6)使用經(jīng)驗(yàn)可以調(diào)節(jié)努力期望與行為意向、個(gè)人創(chuàng)新性與努力期望之間的關(guān)系。為了提升學(xué)生的滿意度和教學(xué)效果,本研究也對(duì)農(nóng)村中小學(xué)校實(shí)施混合式教學(xué)提出了相關(guān)的建議:內(nèi)容大于形式,探索個(gè)性化的教學(xué)模式;搭建教學(xué)平臺(tái),完善學(xué)習(xí)資源的建設(shè);減輕學(xué)生的壓力,滿足不同學(xué)生的需求;加強(qiáng)師生培訓(xùn),關(guān)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.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G632.0
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本文編號(hào)：1760291