基于技术接受模型的农村教师同步课堂采纳与使用影响因素研究  

Acceptance and utilization of synchronous classrooms in rural China: A study based on Technology Acceptance Model

作　　者：卢强[1] 左明章 原渊 

机构地区：[1]信阳师范学院教育科学学院 [2]华中师范大学教育信息技术学院

出　　处：《中国远程教育》2018年第7期61-69,80,共9页Chinese Journal of Distance Education

基　　金：国家社会科学基金教育学青年课题“技术融入教学的反思、批判与重构-过程哲学的视域”(课题批;住号：CAAl40118);信阳师范学院“南湖学者奖励计划”青年项目(Nanhu Scholars Program for Young Scholars of XYNU).

摘　　要：目前,同步课堂作为解决农村教学点普遍面临的开不齐课、开不好课、资源短缺、师资匮乏等问题的有效途径已在多个实验区进行推广。研究影响农村教师应用同步课堂的因素,对其推广应用以及农村教学点现实困境的解决有着重要的现实意义。为此,本研究基于技术接受模型构建了影响因素模型,提出了研究假设,并通过问卷调查和实地访谈等方法收集数据,对模型和假设进行实证检验。结果显示,自我效能感、系统实用性、技术支持、激励机制等因素对农村教师采纳和应用同步课堂有着积极和显著的正向影响,主观规范影响不够显著。为推动同步课堂的广泛应用,本研究从"政府、中小学、高校、企业"四方协同的视角提出了相应的对策。Synchronous classrooms are being used as a means to help overcome shortage of teaching staff and resources in rural areas.It is therefore of theoretical significance and pragmatic relevance to investigate factors influencing the adoption of this model of instruction by rural teachers.This study drew on Technology Acceptance Model(TAM)to develop a model of factors influencing the use of synchronous classrooms.Research hypotheses were proposed and data were collected via questionnaire survey and face-to-face interviews.Verification of the model and hypotheses indicates that self-efficacy,usefulness of the system,technical support and incentive mechanism have a positive significant effect on the acceptance and utilization of synchronous classroom while the effect of subjective norms is insignificant.In light of these findings,measures to facilitate this model of instruction are discussed.

关 键 词：农村教学点 同步课堂 技术接受模型 农村教育信息化 教育公平 

分 类 号：G642.0[文化科学—高等教育学]