小学教师使用Web2.0工具的影响因素与模型  

On the Influential Factors and Model of Using Web 2.0 Tools by Primary School Teachers

作　　者：张思[1] 杨高全[2] 

机构地区：[1]湖南第一师范学院公共实验管理中心,湖南长沙410205 [2]湖南第一师范学院人事处,湖南长沙410205

出　　处：《湖南第一师范学院学报》2014年第4期24-28,共5页Journal of Hunan First Normal University

基　　金：湖南省普通高等学校教学改革研究项目(2012(533));湖南省教育科学"十二五"规划课题(XJK011BGD031);湖南省教育科学"十二五"规划课题(XJK014QXX002);湖南省社科基金一般课题(13YBA095)

摘　　要：以计划行为理论模型和技术接受理论模型为基础,构建起具有8个潜在变量的影响因素研究模型,重点分析了小学教师使用Web 2.0工具的影响因素。通过对6所小学120份有效问卷的统计分析,该模型各项指标符合要求,整体拟合性较好。通过对影响因素的进一步分析,得出3点结论:行为态度和主观规范对教师使用Web 2.0工具具有显著的影响;感知行为控制对行为意向和行为的影响均不显著;自我效能感对行为态度和感知行为控制具有显著的影响。该研究对于提高小学教师网络教学能力,促进教师专业化发展具有重要意义。Based on Theory of Planned Behavior and Technology Acceptance Model, a model of researching in-fluential factors with 8 latent variables is constructed, which emphasizes the influential factors of using Web 2.0 tools by primary school teachers. Based on the analysis of 120 effective questionnaires from 6 primary schools, the index of the model can meet the requirement and fit well. Through further analysis of the influential factors, three points of conclu-sion can be attained：attitude and subjective norm have significant influence on the teachers’usage of Web 2.0 tools;perceived behavioral control does not have significant influence on behavioral intention and behavior;self-efficiency has great influence on behavioral attitude and perceived behavioral control. The research is of important significance to the improvement of primary school teachers’network teaching ability and professional development.

关 键 词：小学教师 WEB 2.0工具 计划行为理论 技术接受理论 

分 类 号：G434[文化科学—教育学]