学前儿童互联网学习中的家长态度及影响因素  

Parents' Attitudes and Influence Factors on Preschool Children's Online Learning

作　　者：陈思 徐光涛 章苏静 CHEN Si;XU Guang-tao;ZHANG Su-jing(School of Education,Hangzhou Normal University,Hangzhou,Zhejiang,China 430000)

机构地区：[1]杭州师范大学教育学院,浙江杭州311121

出　　处：《现代教育技术》2019年第4期101-107,共7页Modern Educational Technology

基　　金：杭州师范大学科研启动经费项目(项目编号:RESK20171001);省优势特色学科培育项目(项目编号:18JYXK018)的阶段性研究成果

摘　　要：在"互联网+教育"生态发展的背景下,各界对互联网学习如何影响学前儿童发展存在争议,但家长的态度始终是学前儿童开展互联网学习的主要干预因素。文章结合5位"80后"、"90后"家长的访谈和已有技术接受/技术抵制模型的影响因素建立研究假设,收集了来自新疆、浙江两地幼儿园295位家长的问卷,探寻家长对学前儿童互联网学习的态度及影响因素。结果显示,尽管大多数家长对儿童互联网学习持积极态度,但对其负面影响的担忧会变成家长为儿童选择互联网学习的抵制因素;尽管初次使用的原因各不相同,但"绩效期望"是最重要的影响因素;针对调查结果呈现的现实问题,文章分析原因并提出了建议。Under the background of “Internet + Education”, there has been controversy on how online learning affected preschool children’s development, while parents’ attitude has always been the main intervention factor for preschool children carrying out online learning. The article established the research hypothesis by combining the interviews of five “post-80s” and “post-90s” parents and the factors affecting the technology acceptance/resistance model. Meanwhile, the parents’ attitude to children’s online learning and influence factors were explored by collecting questionnaires from 295 kindergarten parents in Xinjiang and Zhejiang. It was found that although most parents had a positive attitude towards children’s online learning, their concerns about the negative effects of online learning could become a resistance factor on their choice of online learning for their children. The reasons for their initial use varied, while the “performance expectation” was the most important influence factor. In addition, for the actual problems presented by survey results, the casuce were analyzed and some suggestions were put forward in this paper.

关 键 词：互联网学习 学前儿童 家长态度 影响因素 

分 类 号：G40-057[文化科学—教育学原理]