本文選題：大學(xué)教師 + 微信輔助教學(xué)　； 參考：《東北師范大學(xué)》2017年碩士論文

【摘要】：通過(guò)對(duì)社會(huì)性軟件輔助教學(xué)的文獻(xiàn)研究發(fā)現(xiàn),互聯(lián)網(wǎng)對(duì)人們的教育和生活等領(lǐng)域產(chǎn)生了深化影響。以微信為代表的手機(jī)應(yīng)用作為一種信息技術(shù)手段實(shí)現(xiàn)學(xué)習(xí)資源的共享和傳遞,在教育領(lǐng)域中得到了一定程度的應(yīng)用和研究,尤其是在高等教育領(lǐng)域。研究主要分為兩個(gè)大的方向,一是探究微信對(duì)學(xué)生群體產(chǎn)生的多方面影響,二是部分教師對(duì)微信輔助教學(xué)進(jìn)行設(shè)計(jì)與研究。為能更好地促進(jìn)大學(xué)教師使用微信輔助教學(xué),采用理論與實(shí)踐相結(jié)合的方式探究微信輔助教學(xué)影響因素之間的關(guān)系,并以長(zhǎng)春師范大學(xué)傳媒學(xué)院教育技術(shù)學(xué)專業(yè)“遠(yuǎn)程教育基礎(chǔ)”課程為例,進(jìn)行設(shè)計(jì)與實(shí)施,以探究實(shí)踐效果。首先,通過(guò)對(duì)微信輔助教學(xué)相關(guān)文獻(xiàn)進(jìn)行研究,發(fā)現(xiàn)微信輔助教學(xué)過(guò)程設(shè)計(jì)與實(shí)施的主要階段。在文獻(xiàn)研究和混合式學(xué)習(xí)等理論基礎(chǔ)上構(gòu)建了大學(xué)教師使用微信輔助教學(xué)模式。將該模式分成三個(gè)主要階段:前期分析階段、微信輔助教學(xué)設(shè)計(jì)與開展階段和教學(xué)評(píng)價(jià)階段。在大學(xué)教師使用微信輔助教學(xué)模式的基礎(chǔ)上結(jié)合技術(shù)接受和使用整合理論(Unified Theory of Acceptance and Use of Technology,UTAUT)分析微信輔助教學(xué)行為,析取影響因素。參照技術(shù)接受模型構(gòu)建大學(xué)教師使用微信輔助教學(xué)行為影響因素關(guān)系,結(jié)合影響因素與行為關(guān)系提出研究假設(shè)。其次,參考影響因素關(guān)系模型設(shè)計(jì)問(wèn)卷,制定問(wèn)卷規(guī)則進(jìn)行預(yù)調(diào)研,結(jié)合反饋信息調(diào)整問(wèn)卷。采用相關(guān)分析、回歸分析等方式分析和驗(yàn)證大學(xué)教師使用微信輔助教學(xué)的影響因素,驗(yàn)證假設(shè)并對(duì)所構(gòu)建關(guān)系模型進(jìn)行修正。提出在大學(xué)教師使用微信輔助教學(xué)過(guò)程中應(yīng)盡量減少操作條件阻礙;在使用微信的過(guò)程中要充分考慮課程內(nèi)容與微信功能的適切性,降低操作難度;在開展教學(xué)活動(dòng)時(shí)應(yīng)制定相關(guān)行為準(zhǔn)則等幾點(diǎn)建議�；谖⑿诺慕虒W(xué)評(píng)價(jià)方式對(duì)教師使用微信輔助教學(xué)的感知易用存在負(fù)向影響,因此,教師可根據(jù)實(shí)際情況選擇性采取這種評(píng)價(jià)方式。最后,在了解影響大學(xué)教師使用微信輔助教學(xué)的積極因素和消極因素的基礎(chǔ)上,結(jié)合微信輔助教學(xué)模式,考慮了微信的功能支持和教學(xué)內(nèi)容適切性等條件,以教育技術(shù)專業(yè)課“遠(yuǎn)程教育基礎(chǔ)”為例,圍繞課前、課上、課后和課外階段進(jìn)行了具體的設(shè)計(jì)與實(shí)施。通過(guò)對(duì)教學(xué)效果分析,發(fā)現(xiàn)在具體實(shí)施過(guò)程中制定更加全面的規(guī)則是保持活動(dòng)順利進(jìn)行的關(guān)鍵,在減少教師的工作量及對(duì)教師自身負(fù)面影響的基礎(chǔ)上充分地鍛煉了學(xué)生的學(xué)習(xí)和應(yīng)用能力。
[Abstract]:Through the research on the literature of social software-assisted teaching, it is found that the Internet has a deep influence on people's education and life. The mobile phone application represented by WeChat as an information technology means to share and transfer learning resources has been applied and studied to a certain extent in the field of education especially in the field of higher education. The research is divided into two major directions, one is to explore the influence of WeChat on the student group, the other is to design and research the WeChat assisted teaching. In order to better promote university teachers to use WeChat assisted teaching, the relationship between the influencing factors of WeChat assisted teaching is explored by combining theory and practice. In order to explore the practical effect, this paper takes the course of distance Education as an example in Changchun normal University School of Media. First of all, through the research on the relevant literature of WeChat assisted instruction, we find out the main stages of the design and implementation of the WeChat aided teaching process. On the basis of literature research and mixed learning theory, this paper constructs the teaching mode of WeChat-assisted teaching for university teachers. The model is divided into three main stages: the stage of early analysis, the stage of design and development of WeChat aided instruction and the stage of teaching evaluation. On the basis of university teachers' use of WeChat assisted teaching model, combined with technology acceptance and integration theory, unified Theory of Acceptance and Use of technology UTAUTU is used to analyze the behavior of WeChat assistant teaching, and the influencing factors are extracted. According to the technology acceptance model, this paper constructs the relationship between the influencing factors of university teachers' use of WeChat assisted instruction behavior, and puts forward the research hypothesis combining the influence factors and the behavior relationship. Secondly, the questionnaire is designed with reference to the relationship model of influencing factors, and the questionnaire rules are established for pre-investigation, and the questionnaire is adjusted with feedback information. By means of correlation analysis and regression analysis, this paper analyzes and verifies the influencing factors of university teachers' use of WeChat assisted instruction, verifies the hypothesis and modifies the established relational model. It is suggested that the operation conditions should be reduced in the process of university teachers' use of WeChat, the appropriateness of course content and WeChat function should be fully considered in the course of using WeChat, and the difficulty of operation should be reduced. Some suggestions should be made when carrying out teaching activities, such as relevant codes of conduct. The teaching evaluation method based on WeChat has a negative effect on the perceived ease of use of WeChat assisted instruction. Therefore, teachers can selectively adopt this evaluation method according to the actual situation. Finally, on the basis of understanding the positive and negative factors that affect university teachers' use of WeChat assisted instruction, and combining with the mode of WeChat assisted teaching, the author considers the functional support and the suitability of teaching content of WeChat. Taking the basic of distance education as an example, the paper designs and implements the course of distance education before, after, after and after class. Through the analysis of the teaching effect, it is found that making more comprehensive rules is the key to keep the activities going smoothly. On the basis of reducing the workload of teachers and negative effects on teachers themselves, the students' learning and application abilities are fully trained.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G642

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