本文選題：技術接受模型 + 基于設計的研究　； 參考：《上海師范大學》2009年碩士論文

【摘要】： 信息技術給教育帶來了深刻的影響,縱覽國內外,無不為把信息技術如何有效地支持學生的學習和教師的專業(yè)發(fā)展、如何在數(shù)字化時代為學生創(chuàng)建一個豐富的信息化學習環(huán)境而努力。 教育信息化是以教學方式和學習方式的變革為根本目標的,這也就要求教師和學生能接受和采納新技術以及新技術帶來的全新的教學和學習理念。技術的應用勢必打破固有的教與學的觀念,因而會引起一些教師和學生的抵觸,國內外都普遍存在這種情況。 對于中小學生來講,他們還是需要在教師的引導和幫助下學習,教師對新技術的接受和使用情況直接影響著學生學習方式的變革,所以研究中小學教師的技術接受行為顯得尤為重要。本文從技術接受模型的角度研究如何對中小學教師進行干預以促進教師對新技術的接受,即中小學教師的技術接受性干預設計。圍繞這一主題,本研究主要完成了以下幾方面工作: 一、通過文獻研究梳理了國內外學者對教師技術接受性的研究現(xiàn)狀,分析了已有研究中存在的問題,作為本文研究的出發(fā)點。 二、在理論研究的基礎上,構建了教師技術接受性的設計研究實踐框架,并著重探討了包括績效期望、付出預期、社會影響和促進條件組成的干預系統(tǒng)設計。 三、在實踐中運用了教師技術接受性的設計研究實踐框架,對實驗學校的教師采取干預措施,促進了教師對技術的接受。 四、對新境脈下教師運用新技術進行案例分析,分析了為什么教師會拒絕或采納新技術,總結了教師技術接受的促進因素,并根據實驗和案例分析的結果,提煉出了促進教師技術接受的干預措施。 最后,總結了本文的研究結論、貢獻以及存在的問題,并對進一步的研究提出了建議和設想。
[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.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：G434;G635.1

【引證文獻】

相關碩士學位論文 前3條

1 宦成林;促進大學生協(xié)作學習參與的干預設計研究[D];上海師范大學;2010年

2 朱元錕;教育用戶信息技術接受度的影響因素建模與研究[D];華東師范大學;2012年

3 韓冰冰;基于TAM的中小學教師電子白板接受性研究[D];華東師范大學;2012年

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本文編號：1988723