本文選題：智慧教室　切入點(diǎn)：技術(shù)接受度　出處：《華中師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：教育信息化的迅猛發(fā)展,使得諸多新技術(shù)被引入教育教學(xué)中,新型智慧教室環(huán)境的構(gòu)建與應(yīng)用受到越來越多研究者的關(guān)注。教師作為智慧教室環(huán)境的直接使用者,對(duì)于智慧教室中新型技術(shù)設(shè)備的接納程度,以及基于智慧教室開展教學(xué)活動(dòng)的方式方法,會(huì)對(duì)智慧教室的應(yīng)用效果產(chǎn)生顯著的影響。論文通過已有的文獻(xiàn)研究,梳理了智慧教室與技術(shù)接受模型的相關(guān)研究,并分析了教師對(duì)于信息技術(shù)接受度的研究現(xiàn)狀;結(jié)合實(shí)踐分析了教師對(duì)于智慧教室的實(shí)際使用現(xiàn)狀,繼而通過深入訪談,篩選出了影響教師接受智慧教室的關(guān)鍵因素,構(gòu)建了教師智慧教室的接受模型,并通過實(shí)證研究,對(duì)模型進(jìn)行了修正;通過典型案例分析,進(jìn)一步闡述了教師對(duì)于智慧教室接受程度產(chǎn)生差異的原因;基于調(diào)查數(shù)據(jù)與訪談結(jié)果,總結(jié)了在中小學(xué)推進(jìn)教師接受智慧教室的過程中存在的問題,并從環(huán)境構(gòu)建、氛圍營造、自身學(xué)習(xí)與探索三個(gè)維度提出了推進(jìn)教師接受智慧教室的策略,為智慧教室在中小學(xué)的應(yīng)用推進(jìn)提供參考。論文共分為六章,內(nèi)容如下。第一章為緒論,闡述了研究背景與意義,確定了研究內(nèi)容,分析了研究思路與方法,并對(duì)相關(guān)概念進(jìn)行了界定。第二章為智慧教室與技術(shù)接受度的研究現(xiàn)狀分析,梳理了智慧教室的研究現(xiàn)狀;分析了技術(shù)接受模型理論以及在其教育領(lǐng)域的應(yīng)用現(xiàn)狀;歸納了國內(nèi)外研究中教師接受信息技術(shù)的角色類型、階段劃分以及影響因素。第三章為教師智慧教室的接受現(xiàn)狀與模型構(gòu)建,分析了教師智慧教室的接受情況與使用現(xiàn)狀,篩選出了影響教師接受智慧教室的關(guān)鍵因素,并在技術(shù)接受模型理論的指導(dǎo)下,構(gòu)建了教師智慧教室接受模型。第四章為模型的實(shí)證研究,結(jié)合已有的文獻(xiàn)資料與智慧教室的實(shí)際應(yīng)用特點(diǎn)設(shè)計(jì)問卷并展開調(diào)查,借助SPSS對(duì)收集到的數(shù)據(jù)進(jìn)行分析,驗(yàn)證假設(shè),修正模型,并通過對(duì)典型案例的分析,進(jìn)一步闡述了教師對(duì)于智慧教室接受度產(chǎn)生差異的原因。第五章為推進(jìn)教師接受智慧教室的策略研究�；谡{(diào)查數(shù)據(jù)與訪談結(jié)果,總結(jié)了推進(jìn)教師接受智慧教室的過程中所面臨的問題,繼而提出了推進(jìn)策略。第六章為結(jié)束語,總結(jié)了論文的研究工作以及研究結(jié)論,并分析了研究過程中存在的不足以及未來的研究方向。
[Abstract]:With the rapid development of educational information, many new technologies have been introduced into education and teaching. More and more researchers pay attention to the construction and application of the new wisdom classroom environment. Teachers are the direct users of the intelligent classroom environment. The acceptance of new technology and equipment in the wisdom classroom and the ways and means of carrying out teaching activities based on the wisdom classroom will have a significant impact on the application effect of the wisdom classroom. Combing the relevant research of wisdom classroom and technology acceptance model, and analyzing the current situation of teachers' acceptance of information technology; combining with practice to analyze the actual use of teachers for the wisdom classroom, and then through in-depth interviews, The key factors influencing teachers' acceptance of wisdom classroom are selected, and the acceptance model of teachers' wisdom classroom is constructed, and the model is modified by empirical research. The paper further expounds the reasons of teachers' acceptance of wisdom classrooms, summarizes the problems existing in the process of promoting teachers' acceptance of wisdom classrooms in primary and secondary schools, and constructs the environment and atmosphere, based on the survey data and interview results. Three dimensions of self-learning and exploration put forward the strategy of promoting teachers to accept the wisdom classroom, which provides a reference for the application of the wisdom classroom in primary and secondary schools. The thesis is divided into six chapters, the contents are as follows. The first chapter is the introduction. This paper expounds the background and significance of the research, determines the research contents, analyzes the research ideas and methods, and defines the related concepts. The second chapter analyzes the present research situation of the wisdom classroom and the acceptance of technology, and combs the present research situation of the wisdom classroom. This paper analyzes the theory of technology acceptance model and its application in the field of education, sums up the role types of teachers accepting information technology in domestic and foreign research. The third chapter analyzes the acceptance and use of the teacher wisdom classroom, and selects the key factors that affect the teachers' acceptance of the wisdom classroom. Under the guidance of technology acceptance model theory, the acceptance model of teachers' wisdom classroom is constructed. Chapter 4th is an empirical study of the model. Combining with the existing literature and the practical application characteristics of the wisdom classroom, the questionnaire is designed and investigated. With the help of SPSS to analyze the collected data, verify the hypothesis, modify the model, and through the analysis of typical cases, The author further explains the reasons why teachers' acceptance of wisdom classrooms is different. Chapter 5th is a study of strategies to promote teachers' acceptance of wisdom classrooms. Based on the survey data and interview results, This paper summarizes the problems encountered in the process of promoting teachers' acceptance of wisdom classrooms, and then puts forward the promotion strategies. Chapter 6th concludes the research work and the research conclusions. The deficiency in the research process and the research direction in the future are analyzed.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G635.1

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本文編號(hào)：1572213