本文選題：技術(shù)接受模型 + 基于設(shè)計(jì)的研究�。� 參考：《上海師范大學(xué)》2009年碩士論文

【摘要】： 信息技術(shù)給教育帶來(lái)了深刻的影響,縱覽國(guó)內(nèi)外,無(wú)不為把信息技術(shù)如何有效地支持學(xué)生的學(xué)習(xí)和教師的專業(yè)發(fā)展、如何在數(shù)字化時(shí)代為學(xué)生創(chuàng)建一個(gè)豐富的信息化學(xué)習(xí)環(huán)境而努力。 教育信息化是以教學(xué)方式和學(xué)習(xí)方式的變革為根本目標(biāo)的,這也就要求教師和學(xué)生能接受和采納新技術(shù)以及新技術(shù)帶來(lái)的全新的教學(xué)和學(xué)習(xí)理念。技術(shù)的應(yīng)用勢(shì)必打破固有的教與學(xué)的觀念,因而會(huì)引起一些教師和學(xué)生的抵觸,國(guó)內(nèi)外都普遍存在這種情況。 對(duì)于中小學(xué)生來(lái)講,他們還是需要在教師的引導(dǎo)和幫助下學(xué)習(xí),教師對(duì)新技術(shù)的接受和使用情況直接影響著學(xué)生學(xué)習(xí)方式的變革,所以研究中小學(xué)教師的技術(shù)接受行為顯得尤為重要。本文從技術(shù)接受模型的角度研究如何對(duì)中小學(xué)教師進(jìn)行干預(yù)以促進(jìn)教師對(duì)新技術(shù)的接受,即中小學(xué)教師的技術(shù)接受性干預(yù)設(shè)計(jì)。圍繞這一主題,本研究主要完成了以下幾方面工作: 一、通過(guò)文獻(xiàn)研究梳理了國(guó)內(nèi)外學(xué)者對(duì)教師技術(shù)接受性的研究現(xiàn)狀,分析了已有研究中存在的問(wèn)題,作為本文研究的出發(fā)點(diǎn)。 二、在理論研究的基礎(chǔ)上,構(gòu)建了教師技術(shù)接受性的設(shè)計(jì)研究實(shí)踐框架,并著重探討了包括績(jī)效期望、付出預(yù)期、社會(huì)影響和促進(jìn)條件組成的干預(yù)系統(tǒng)設(shè)計(jì)。 三、在實(shí)踐中運(yùn)用了教師技術(shù)接受性的設(shè)計(jì)研究實(shí)踐框架,對(duì)實(shí)驗(yàn)學(xué)校的教師采取干預(yù)措施,促進(jìn)了教師對(duì)技術(shù)的接受。 四、對(duì)新境脈下教師運(yùn)用新技術(shù)進(jìn)行案例分析,分析了為什么教師會(huì)拒絕或采納新技術(shù),總結(jié)了教師技術(shù)接受的促進(jìn)因素,并根據(jù)實(shí)驗(yàn)和案例分析的結(jié)果,提煉出了促進(jìn)教師技術(shù)接受的干預(yù)措施。 最后,總結(jié)了本文的研究結(jié)論、貢獻(xiàn)以及存在的問(wèn)題,并對(duì)進(jìn)一步的研究提出了建議和設(shè)想。
[Abstract]:Information technology has had a profound impact on education. If you look around the world, you can see how information technology can effectively support students' learning and teachers' professional development. How to create a rich information learning environment for students in the digital age. The fundamental goal of educational informatization is to change the teaching and learning methods, which requires teachers and students to accept and adopt new teaching and learning ideas brought about by new technologies and new technologies. The application of technology is bound to break the inherent concept of teaching and learning, which will cause some teachers and students to resist, which is common both at home and abroad. For primary and middle school students, they still need to learn under the guidance and help of teachers. Teachers' acceptance and use of new technologies have a direct impact on the transformation of students' learning methods. Therefore, it is particularly important to study the technical acceptance behavior of primary and secondary school teachers. From the perspective of technology acceptance model, this paper studies how to intervene primary and secondary school teachers in order to promote teachers' acceptance of new technology, that is, the design of technical receptive intervention of primary and secondary school teachers. Around this theme, this study mainly completed the following aspects of work: First, through the literature research, this paper combs the domestic and foreign scholars' research status of teachers' technology acceptability, analyzes the existing problems in the existing research, as the starting point of this study. Secondly, on the basis of theoretical research, this paper constructs a practical framework of teachers' technical acceptance design, and focuses on the design of intervention system including performance expectation, pay expectation, social influence and promotion conditions. Thirdly, the author applies the frame of design and practice of teachers' acceptance of technology in practice, takes intervention measures to teachers of experimental schools, and promotes teachers' acceptance of technology. Fourthly, the paper analyzes the reasons why teachers refuse or adopt new technologies, summarizes the factors that promote teachers' acceptance of technology, and analyzes the results of experiments and case studies on the use of new technologies by teachers under the new circumstances. The intervention measures to promote teachers' technical acceptance were refined. Finally, the conclusions, contributions and existing problems of this paper are summarized, and suggestions and assumptions for further research are put forward.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G434;G635.1

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 宦成林;促進(jìn)大學(xué)生協(xié)作學(xué)習(xí)參與的干預(yù)設(shè)計(jì)研究[D];上海師范大學(xué);2010年

2 朱元錕;教育用戶信息技術(shù)接受度的影響因素建模與研究[D];華東師范大學(xué);2012年

3 韓冰冰;基于TAM的中小學(xué)教師電子白板接受性研究[D];華東師范大學(xué);2012年

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本文編號(hào)：1988723