【摘要】：信息時(shí)代,傳統(tǒng)形式的教與學(xué)已滿足不了當(dāng)下時(shí)代的要求。學(xué)習(xí)方式應(yīng)發(fā)生變革,這種變革勢必需要技術(shù)的支撐,網(wǎng)絡(luò)學(xué)習(xí)空間應(yīng)運(yùn)而生。網(wǎng)絡(luò)學(xué)習(xí)空間的興起能夠更好的滿足師生的教與學(xué),為學(xué)習(xí)形式的變革提供保障。網(wǎng)絡(luò)學(xué)習(xí)空間的開通率逐年提高,已經(jīng)成為學(xué)生學(xué)習(xí)、交流、共享的主要載體。網(wǎng)絡(luò)學(xué)習(xí)空間中發(fā)生的知識共享會促進(jìn)空間資源的再生性積累。為了更好的保障網(wǎng)絡(luò)學(xué)習(xí)空間中知識共享行為的發(fā)生,本文對網(wǎng)絡(luò)學(xué)習(xí)空間中的知識共享影響因素展開了研究。社會認(rèn)知理論和計(jì)劃行為理論的相結(jié)合,為網(wǎng)絡(luò)學(xué)習(xí)空間中的學(xué)生知識共享影響因素的研究提供了新的研究視角。本文基于這兩個(gè)理論,分析了在網(wǎng)絡(luò)學(xué)習(xí)空間中影響學(xué)生知識共享的因素,并且構(gòu)建了理論模型。本文主要對以下六個(gè)部分展開研究,具體研究內(nèi)容如下:第1部分:緒論。首先,闡述了研究的相關(guān)背景,說明研究網(wǎng)絡(luò)學(xué)習(xí)空間中的學(xué)生知識共享影響因素的意義。最后,形成本研究的研究框架。第2部分:文獻(xiàn)綜述。主要對網(wǎng)絡(luò)學(xué)習(xí)空間和知識共享影響因素進(jìn)行文獻(xiàn)綜述。第3部分:理論模型構(gòu)建。在明確研究現(xiàn)狀和本文研究基礎(chǔ)的情況下,從自我效能感、結(jié)果預(yù)期、社會影響、信任、行為意向及調(diào)節(jié)變量這幾個(gè)維度,構(gòu)建了網(wǎng)絡(luò)學(xué)習(xí)空間中的學(xué)生知識共享影響因素理論模型。第4部分:量表構(gòu)建。根據(jù)理論模型,形成本文的研究量表,并對數(shù)據(jù)進(jìn)行收集、匯總。第5部分:數(shù)據(jù)分析與模型檢驗(yàn)。首先,利用社會科學(xué)統(tǒng)計(jì)軟件(SPSS)對數(shù)據(jù)進(jìn)行信度和效度分析、回歸分析等分析。在對數(shù)據(jù)分析的基礎(chǔ)之上,使用結(jié)構(gòu)方程模型檢驗(yàn)理論模型。最后修正理論模型。第6部分:研究結(jié)論與展望。首先對本文的研究結(jié)論進(jìn)行總結(jié),根據(jù)研究結(jié)論對網(wǎng)絡(luò)學(xué)習(xí)空間的建設(shè)提出若干條建議。最后,回顧本研究的不足,展望未來的研究方向。本文研究結(jié)論:影響因素與知識共享行為的關(guān)系:自我效能感、結(jié)果預(yù)期、信任對網(wǎng)絡(luò)學(xué)習(xí)空間的學(xué)生知識共享行為有正向的影響。社會影響對知識共享行為也有正向影響,但影響系數(shù)較低。影響因素之間的關(guān)系:自我效能感、信任這兩者與結(jié)果預(yù)期存在正相關(guān)關(guān)系,而信任與自我效能感之間也存在正相關(guān)關(guān)系�？梢苑磻�(yīng)出自我效能感越強(qiáng)的學(xué)生,對知識共享行為帶來的好的結(jié)果預(yù)期也高。網(wǎng)絡(luò)學(xué)習(xí)空間的互動(dòng)增進(jìn)了學(xué)生的了解,學(xué)生愿意在彼此信任的情況下,將知識共享給自己信任的人。對網(wǎng)絡(luò)學(xué)習(xí)空間的建設(shè)啟示:設(shè)立“共享精華區(qū)”模塊,將共享的優(yōu)秀內(nèi)容置頂,并推送到學(xué)生個(gè)人學(xué)習(xí)空間中,將這些共享內(nèi)容的范圍進(jìn)行擴(kuò)大。簡化功能模塊的操作,如發(fā)布網(wǎng)絡(luò)學(xué)習(xí)空間使用手冊讓學(xué)生不會因?yàn)閷W(wǎng)絡(luò)學(xué)習(xí)空間的使用不熟練,而降低使用網(wǎng)絡(luò)學(xué)習(xí)空間進(jìn)行知識共享的信心。注重網(wǎng)絡(luò)學(xué)習(xí)空間文化建設(shè),營造利于學(xué)生彼此交流、溝通的環(huán)境,使學(xué)生逐步形成人際信任,促使網(wǎng)絡(luò)學(xué)習(xí)空間學(xué)生知識共享行為的發(fā)生。
[Abstract]:In the information age, traditional forms of teaching and learning can't meet the demands of the times. The way of learning should be changed, which is bound to need the support of the technology, and the network learning space has come into being. The rise of network learning space can better meet the teaching and learning of teachers and students, and provide guarantee for the change of learning form. The opening rate of the network learning space has been improved year by year, and has become the main carrier for students to study, communicate and share. Knowledge sharing in the network learning space can promote the regenerative accumulation of space resources. In order to better guarantee the occurrence of knowledge sharing in the network learning space, this paper studies the influence factors of knowledge sharing in the network learning space. The combination of the theory of social cognition and the theory of planning behavior provides a new research perspective for the study of the influence factors of the knowledge sharing among the students in the network learning space. Based on these two theories, this paper analyzes the factors that affect the students' knowledge sharing in the network learning space, and constructs the theoretical model. This paper mainly studies the following six parts: Part 1: Introduction. First of all, the relevant background of the study is set forth, and the significance of the influence factors of the knowledge sharing among the students in the learning space of the research network is explained. Finally, the study framework for this study was formed. Part 2: Literature review. The paper reviews the influential factors of network learning space and knowledge sharing. Part 3: Construction of the theoretical model. Based on the research status and the research base of this paper, the paper constructs the theoretical model of the influence factors of the students' knowledge sharing in the network learning space from the aspects of self-efficacy, result expectation, social influence, trust, behavior intention and adjustment variable. Part 4: Scale construction. According to the theoretical model, the research scale of this paper is formed, and the data is collected and summarized. Part 5: Data analysis and model inspection. First, using the statistical software of social science (SPSS) to analyze the reliability and validity of the data, the regression analysis and so on. On the basis of data analysis, the structural equation model is used to test the theoretical model. And finally, the theoretical model is modified. Part 6: Research conclusions and prospects. First of all, the conclusions of this paper are summarized, and several suggestions are put forward to the construction of the network learning space based on the conclusions of the research. Finally, review the deficiency of this study and the future research direction. The results of this paper are as follows: the relationship between the influence factors and the knowledge-sharing behavior: the self-efficacy, the result is expected, the trust has a positive effect on the knowledge-sharing behavior of the students in the network learning space. The social influence also has a positive effect on the knowledge-sharing behavior, but the influence coefficient is lower. The relationship between the influence factors: self-efficacy and trust have a positive correlation with the expected results, and there is a positive correlation between trust and self-efficacy. The ability to respond to a student with a strong sense of efficacy is expected to be high as a result of good knowledge-sharing behavior. The interaction of the network learning space improves the understanding of the students, and the students are willing to share knowledge to the people they trust in the case of mutual trust. It is a revelation to the construction of the network learning space: to set up the "shared storage area" module, to set the shared excellent content and push it into the student's personal learning space, and to expand the scope of these shared contents. The operation of the functional module is simplified, such as the release of the network learning space instruction manual, the student will not be skilled in the use of the network learning space, and the confidence of using the network learning space for knowledge sharing is reduced. Pay attention to the network learning space culture construction, create an environment conducive to the students to communicate and communicate with each other, make the students form the interpersonal trust gradually, and promote the development of the knowledge sharing behavior of the students in the network learning space.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434

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