本文選題：信息技術 + 技術接受度��； 參考：《曲阜師范大學》2017年碩士論文

【摘要】：信息技術在日常生活中的地位變得越來越重要,同樣其在教育領域中也是不可或缺的一部分,然而任何一項新技術在學校教育中的應用和推廣歸根結底取決于使用者的使用態(tài)度和行為意圖。教師作為課堂教學中直接的引導者,在學生們心中有一定的權威性,可以說是信息技術能否在學校教育中發(fā)揮其良好的技術效果,教師在其中扮演著關鍵性角色。師范生作為中小學教師的后備力量,在課堂教學和教育改革中肩負著重大使命,其信息技術應用能力的高低直接關系到中小學教學質量的好壞。因此,本研究以師范生為研究對象,探究影響其信息技術接受和使用行為的關鍵因素。本研究搜集和閱讀了大量國內外技術接受相關文獻,整理出技術接受相關理論及其研究成果。在此基礎之上,以UTAUT技術模型為基礎模型框架,并結合研究對象特點,引入新變量個人創(chuàng)新,并將原有的四個調節(jié)變量變更為性別、教育程度、學科類型、精通程度,構建了師范生信息技術接受度影響因素的假設模型。根據(jù)構架的假設模型,結合訪談結果及信息技術實際使用情況,對假設模型中的變量進行界定并作出研究假設,之后參照已有的實證量表,設計出一份信效度良好的調查問卷。本研究選取曲阜師范大學在校師范生進行調研,同時通過SPSS19.0軟件和AMOS17.0軟件對數(shù)據(jù)信息進行描述性統(tǒng)計分析、信度效度分析、路徑分析、中介效應分析以及多群組分析,檢驗并修正假設模型,評判研究假設是否成立。數(shù)據(jù)分析結果顯示:(1)績效期望、努力期望、社群影響、便利條件、個人創(chuàng)新五大變量均對師范生信息技術使用行為產生正向影響。其中,社群影響既可以直接對行為意向產生正向影響,也可以通過績效期望間接影響師范生的行為意向。(2)在信息技術使用過程中,社群影響層面對師范生信息技術的行為意愿總體的影響效應最大。(3)性別、教育程度、精通程度三大調節(jié)變量在努力期望與行為意向、個人創(chuàng)新與行為意向關系層面上均無顯著性差異;性別、教育程度、精通程度三大調節(jié)變量在社群影響與行為意向關系層面上均有顯著性差異。其中,性別、精通程度不同的師范生在績效期望與行為意向關系層面上有差異性表現(xiàn);精通程度在便利條件與行為意向的關系層面上均有調節(jié)作用;學科類型不具有任何調節(jié)作用。最后,根據(jù)研究結果,從設計與開發(fā)信息技術、增設信息技術相關課程、充實信息技術資源、加強師范生創(chuàng)新性教育四大方面提出策略,旨在進一步促進師范生接受和使用信息技術,實現(xiàn)信息技術技術價值的最優(yōu)化以及師范生信息化教與學能力的提升。
[Abstract]:Information technology is becoming more and more important in daily life, and it is also an integral part of the field of education. However, the application and promotion of any new technology in school education ultimately depends on the user's attitude and behavior intention. As a direct guide in classroom teaching, teachers have certain authority in the minds of students. It can be said that information technology can play a good technical effect in school education, and teachers play a key role in it. As the reserve force of primary and secondary school teachers, normal school students shoulder a great mission in classroom teaching and educational reform, and their ability to apply information technology is directly related to the quality of teaching in primary and secondary schools. Therefore, this study takes normal students as the research object to explore the key factors that affect their acceptance and use of information technology. This study collected and read a large number of domestic and foreign literature on technology acceptance, and sorted out the relevant theory and research results of technology acceptance. On this basis, taking the UTAUT technology model as the basic model framework and combining the characteristics of the research object, the author introduces the new variable individual innovation, and changes the original four regulating variables into gender, education level, subject type, proficiency degree. A hypothetical model of the factors influencing the acceptance of information technology in normal school students is constructed. According to the hypothesis model of the framework, combined with the interview results and the actual use of information technology, the variables in the hypothesis model are defined and hypothesized, and then a questionnaire with good reliability and validity is designed according to the existing empirical scale. In this study, the students of Qufu normal University were investigated. At the same time, descriptive statistical analysis, reliability and validity analysis, path analysis, intermediary effect analysis and multi-group analysis were carried out through SPSS19.0 and AMOS17.0 software. Test and modify the hypothesis model and judge the validity of the research hypothesis. The result of data analysis shows that the five variables of performance expectation, effort expectation, community influence, convenience condition and personal innovation have positive effects on the information technology use behavior of normal school students. Among them, community influence can not only directly affect behavior intention, but also indirectly influence normal students' behavior intention through performance expectation in the process of using information technology. The community influence level has the biggest effect on the behavior intention of normal school students' information technology. (3) gender, education level, proficiency level are the three major regulating variables in the effort expectation and behavior intention. There was no significant difference in the relationship between personal innovation and behavioral intention, and there were significant differences among the three major regulatory variables: gender, education level and proficiency level in the relationship between community influence and behavioral intention. Among them, normal school students with different gender and proficiency level have different performance on the level of performance expectation and behavioral intention, proficiency level has the regulating role on the level of the relationship between convenience conditions and behavioral intention. The type of discipline does not have any regulatory effect. Finally, according to the research results, from the design and development of information technology, the addition of information technology related courses, the enrichment of information technology resources, the strengthening of teachers' innovative education four aspects of the strategy, The purpose of this paper is to further promote the acceptance and use of information technology, optimize the value of information technology and enhance the ability of information teaching and learning of normal school students.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G652

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