本文選題：信任 + 技術(shù)信任�。� 參考：《華東師范大學(xué)》2017年博士論文

【摘要】：今天,信息技術(shù)對(duì)于教育的變革性影響日益凸顯,而教師通常是影響發(fā)生的關(guān)鍵。技術(shù)主義主導(dǎo)著教師的技術(shù)信念,并造成了教師與技術(shù)關(guān)系的疏離,帶來(lái)教育信息化和教師技術(shù)實(shí)踐的誤區(qū)。因此,重新審視教師技術(shù)信念并建構(gòu)教師與信息技術(shù)的新關(guān)系便極為必要。"信任"是一個(gè)跨學(xué)科術(shù)語(yǔ)。信任除了常被用于描述人際關(guān)系,也偶見(jiàn)于形容人物關(guān)系。研究立足媒體等同與技術(shù)意向性理論,并結(jié)合技術(shù)設(shè)計(jì)與應(yīng)用實(shí)踐的典型案例,提出"技術(shù)信任"這一概念,并論證技術(shù)信任作為人與技術(shù)間交互關(guān)系理想狀態(tài)的合理性�；诮逃畔⒒徒處熂夹g(shù)使用實(shí)踐,研究認(rèn)為教師技術(shù)信任是一個(gè)合理且亟待解釋的概念,并將教師技術(shù)信任定義為:在教育情境中,教師對(duì)教育信息技術(shù)的功能、可靠和助益持有積極期望,并愿意且計(jì)劃使用技術(shù)的意圖,創(chuàng)造性地利用技術(shù)而實(shí)現(xiàn)育人主旨的追求。教師技術(shù)信任是一種辯證的技術(shù)信念,表明教師對(duì)技術(shù)持有積極期望,同時(shí)又警惕技術(shù)帶來(lái)的教學(xué)風(fēng)險(xiǎn)。研究以一般信任模型、計(jì)劃行為理論、理性行動(dòng)理論和技術(shù)接受模型為基礎(chǔ),建構(gòu)了教師技術(shù)信任影響因素模型和教師技術(shù)信任作用后效模型,用以解釋教師技術(shù)信任的要素維度、影響因素與作用后效及其關(guān)系。教師技術(shù)信任包括技術(shù)的功能信念、可靠信念和助益信念三個(gè)維度。其中,功能體現(xiàn)為技術(shù)提升教師工作效率與績(jī)效方面的潛能,助益體現(xiàn)在技術(shù)為教師使用提供及時(shí)的幫助,可靠體現(xiàn)為技術(shù)在各種應(yīng)用場(chǎng)合中操作與結(jié)果的一貫。教師技術(shù)信任影響因素模型假設(shè)了教師技術(shù)信任成功建立受到三個(gè)因素影響,即教師特征,如技術(shù)傾向、技術(shù)自我效能感、技術(shù)風(fēng)險(xiǎn)感知;技術(shù)特征,如技術(shù)可用性和易用性;以及教師與技術(shù)交互情境特征,如學(xué)校支持、主觀規(guī)范等。教師技術(shù)信任作用后效模型則假定了教師技術(shù)信任能預(yù)測(cè)教師的技術(shù)使用意愿和技術(shù)使用行為,如技術(shù)持續(xù)使用,技術(shù)使用頻度、使用重點(diǎn)以及使用感受等。為了檢驗(yàn)與確認(rèn)模型的合理性,研究在借鑒國(guó)外相關(guān)量表的基礎(chǔ)上設(shè)計(jì)了調(diào)查問(wèn)卷。問(wèn)卷具體包括教師個(gè)人基本信息、教師技術(shù)信任、教師技術(shù)信任影響因素、教師技術(shù)信任作用后效等四個(gè)部分。調(diào)查采用現(xiàn)場(chǎng)紙質(zhì)問(wèn)卷和網(wǎng)上電子問(wèn)卷的兩種方式,并選擇湖南省中小學(xué)教師為對(duì)象。研究采用SPSS和AMOS統(tǒng)計(jì)軟件匯總與分析所調(diào)查數(shù)據(jù)。結(jié)果表明,教師人口學(xué)變量與教師技術(shù)信任具有一定的相關(guān)性,影響因素模型與作用后效模型是合理且有效,即教師特征、技術(shù)特征和情境特征顯著影響教師技術(shù)信任,同時(shí)教師技術(shù)信任對(duì)于教師技術(shù)使用意圖、使用行為與使用感受等具有重要的預(yù)測(cè)作用。最后,研究提出了教師技術(shù)信任成功建立的三個(gè)策略:加強(qiáng)旨在提升教師技術(shù)信任素養(yǎng)的教育;促進(jìn)可信任技術(shù)或技術(shù)系統(tǒng)的設(shè)計(jì);培育學(xué)校技術(shù)信任文化。三方綜合作用將促成教師形成適當(dāng)且持續(xù)的技術(shù)信任,并轉(zhuǎn)化為教師主動(dòng)且創(chuàng)新性的技術(shù)使用行動(dòng),以此助推我國(guó)信息技術(shù)與教育融合的創(chuàng)新發(fā)展。
[Abstract]:Today, the changing influence of information technology on education is becoming increasingly prominent, and teachers are usually the key to the impact of it. Technicism leads to teachers' technical beliefs, and causes alienation between teachers and technology relations, and misunderstandings of educational information and teachers' technical practice. Therefore, it is necessary to reexamine teachers' technical beliefs and construct teachers and letters. The new relationship of interest technology is extremely necessary. "Trust" is an interdisciplinary term. Trust is often used to describe interpersonal relationships. It is also occasionally seen in the relationship of characters. It is a study based on the theory of media equivalence and technical intentionality, and a typical case of technical design and application practice, and the concept of "technical trust" is proposed and the technical trust is demonstrated. The reasonableness of the ideal state of the interaction between human and technology. Based on the practice of educational information and the use of teachers' technology, the research believes that the technical trust of teachers is a reasonable and urgent concept, and defines the technical trust of teachers as: in the educational situation, the teacher has a positive and positive period for the function of educational information technology. Looking, and willing and planning to use the technical intention to creatively use technology to pursue the purport of educating people. Teachers' technical trust is a dialectical technical belief that teachers hold positive expectations for technology and also be vigilant about the teaching risks brought by technology. Based on the technology acceptance model, the model of the influence factors of teachers' technical trust and the post effect model of teachers' technical trust are constructed to explain the factor dimension of teachers' technical trust, the influence factors and the aftereffect and their relationship. The technical trust of teachers, including the three dimensions of the functional belief of technology, the reliable belief and the beneficial belief, is the function of the teacher's technical trust. It embodies the potential of technology to improve the efficiency and performance of teachers, which is reflected in the timely help of technology for teachers and the consistent practice and results of technology in various applications. The model of influence factors of teachers' technical trust assumes that the success of teachers' technical trust is influenced by three factors, that is, teaching The characteristics of teachers, such as technical tendencies, technical self-efficacy, technical risk perception, technical features such as technical availability and usability, and the interactive situational characteristics of teachers and technology, such as school support and subjective norms. The post effect model of teachers' technical trust is assumed to be able to predict the technical use and technology of teachers. In order to test and confirm the rationality of the model, a questionnaire is designed on the basis of foreign related scales. The questionnaire includes the basic information of teachers, the trust of teachers, the influencing factors of teachers' technical trust, and the technology of teachers. Four parts, such as the aftereffect of the role of trust, and the two ways of using the field paper questionnaire and the online electronic questionnaire, and choosing the primary and secondary school teachers in Hunan Province as the object. The research uses the SPSS and AMOS statistical software to summarize and analyze the data. The results show that the teacher demographic variables are related to the technical trust of the teachers and influence the cause. The model and effect model are reasonable and effective, that is, teachers' characteristics, technical characteristics and situational characteristics have a significant influence on Teachers' technical trust. Meanwhile, the technical trust of teachers has an important predictive effect on Teachers' use of technology, use behavior and use feeling. Finally, the research puts forward three successful establishment of teachers' technical trust. Strategy: strengthen the education aimed at improving the technical trust quality of teachers; promote the design of trustworthy technology or technology system; foster the school technology trust culture. The three party comprehensive effect will help teachers to form appropriate and sustained technical trust and translate into Teachers' active and innovative technology use action to boost China's information technology and The innovation and development of education integration.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G451

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