技术接受模型视角下蒙语文授课师范生网络学习的影响因素研究  

Research on the Influencing Factors of Network Learning of Normal School Students Taught in Mongolian in Perspective of Technology Acceptance Model

作　　者：边琦[1] 田振清[1] 孟根花 Bian Qi Tian Zhen-qing MENG Gen-hua(School of Information Technology in Education, Inner Mongolia Normal University, Hohhot, Inner Mongolia 010022 Inner Mongolia Daily, Hohhot, Inner Mongolia 010010)

机构地区：[1]内蒙古师范大学教育信息技术学院,内蒙古呼和浩特010022 [2]内蒙古日报社,内蒙古呼和浩特010010

出　　处：《民族教育研究》2016年第6期60-64,共5页Journal of Research on Education for Ethnic Minorities

基　　金：内蒙古自治区教育规划办2015年研究课题"提升中小学教师信息技术应用能力的培训模式研究"(项目编号:NGJGH2015015);内蒙古师范大学教学研究课题"‘现代教育技术’网络课程建设"(项目编号:15W013)阶段性成果

摘　　要：目前,混合式教学已成为民族地区高师院校课程实施的一种新模式。笔者以技术接受模型(TAM)为理论指导,选取内蒙古师范大学同专业蒙语文授课和汉语文授课学生为样本,收集相关数据进行关于网络教学接受程度的对比分析,统计分析发现非蒙文学习平台及其资源是影响蒙语授课班学生学习效果的一个主要因素。通过设计和试用蒙文"观课评课"平台,以实证的途径进一步验证了这一结论。籍此就民族地区高师院校基于网络平台的课程建设提出了相关的对策与建议。At present, the blended teaching has become a new model in normal colleges in ethnic areas. Using technology acceptance model （TAM） as the theoretical guidance and selecting students taught in Mongolian and Chinese of the same major at Inner Mongolia Normal University as the sample, the writers have collected relevant data from online education and made a comparative analysis of the acceptance degree of the students. The statistic analysis shows that the Chinese learning platform and resources are the major factors to influence the learning effect of students taught in Mongolian language. An empirical study has further verified this conclusion through designing and using Mongolian platform of teaching observation and evaluation. Finally, this article puts forward relevant countermeasures and suggestions for the course construction based on network platform at higher normal colleges in ethnic areas.

关 键 词：技术接受模型 混合式教学 蒙授师范生 网络教育 

分 类 号：G752[文化科学—教育学]