基于修正UTAUT模型的中职生对混合式教学接受度的影响因素  

Influencing Factors of Secondary Vocational Students'Acceptance of Blended Learning:Based on the Modified UTAUT Model

作　　者：周鹏[1] 李备 ZHOU Peng;LI Bei(College of Economics and Management,Zhejiang Normal University,Jinhua 321000,China)

机构地区：[1]浙江师范大学经济与管理学院,浙江金华321000

出　　处：《枣庄学院学报》2022年第2期111-118,共8页Journal of Zaozhuang University

基　　金：浙江省科技厅2017年软科学省部级重点课题(2016C25G2030318)。

摘　　要：为深入了解中职生接受和采用混合式教学的显著影响因素,推进信息技术和教育教学的深度交融,基于整合技术接受和采用理论(UTAUT模型),以浙江省三所中职学校的240份中职生问卷调研数据为样本,采用Smart PLS进行结构方程模型分析。实证结果表明:社群影响、促成条件、感知愉悦性、自我学习管理、自我效能感都对混合式教学接受度有显著正向影响,绩效期望和努力期望影响并不显著,性别、年级、学科类型和使用经验等个人特征会显著调节部分因素对混合式教学接受度的影响。研究结论能为中职学校提高混合式教学质量提供一定的理论支撑和实践指导。In the post-epidemic era,the blended learning model combining online with offline has become a new teaching model.In order to deeping understand the significant influancing factors of secondary vocational student’s acceptance and adoption of mixed teaching,promote the deep integration of information technology and education and teaching.The article which is based on the integration of technology to accept and adopt theory model(UTAUT).Three secondary vocational schools in Zhejiang province takes 240 secondary students questionnaire survey data as sample,using Smart PLS structural equation model analysis.The empirical results show that the social influence,facilitating conditions,perceived joyfulness,self-management of learning and self-efficacy have significant positive influence on mixed teaching acceptance,performance expectancy and efforts expectancy is insignificantly.Gender,grade,subject type,and use experience significantly regulate personal characteristics,such as the influence of some factors on the blended learning acceptance.The research conclusion provides some theoretical support and practical guidance for secondary vocational schools to improve the quality of blended learning.

关 键 词：中职生 混合式教学 接受度 影响因素 

分 类 号：G712[文化科学—职业技术教育学] G434[文化科学—教育学]