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师范生翻转课堂接受度影响因素探究

【作者】 申苗苗

【导师】 赵呈领;

【作者基本信息】 华中师范大学, 教育技术学, 2017, 硕士

【摘要】 在教育新兴理念、技术层出不穷的背景下,翻转课堂已逐步获得各界研究者的青睐,在理论研究和实践上都取得了长足进展。然而,作为一种信息技术支持的创新教学模式,翻转课堂的推广不仅仅在于自身的先进性和优越性,还在于使用者的态度,学校、教师、学生和家长的接受程度显得至关重要。教师作为课程教学的实施者和学生学习的引导者,对翻转课堂的接受程度是翻转课堂得以继续发展的必要条件。而师范生作为未来的教师,是教育改革与发展的重要实践者和推进者,师范生对翻转课堂的认可与接受程度直接影响着我国教育的走向。因此,师范生翻转课堂接受度影响因素是一个值得我们深入研究的课题。文章从采纳接受的角度探究师范生对翻转课堂的行为意向及影响因素,试图对高师院校师范生的翻转课堂培训提供依据,促进翻转课堂在教育教学中扎实应用。在本研究中,首先通过文献研究对翻转课堂、技术接受理论、师生信息技术接受度研究进行整体把握,结合师范生的特殊性构建师范生翻转课堂接受度影响因素初始模型,确定了感知有用性、感知易用性、技术素养、社会影响、自我效能和行为意向六个影响因素,并提出了研究假设。之后进行实证研究,采用问卷调查的方式共收集到255份有效数据,使用SPSS软件进行分析,得出师范生接受翻转课堂的影响因素以及影响因素间的关系,对初始模型进行检验和修正,并根据研究结论提出相应建议,以提升师范生对翻转课堂的接受度。主要得出以下结论。在前期文献研究和实证研究的基础上,所修正的师范生翻转课堂接受度影响因素模型是合理和有效的。师范生对翻转课堂的行为意向受核心变量感知有用性和感知易用性的影响,同时也受社会影响和技术素养变量的影响。不同变量对行为意向的影响程度是存在差异的,按照回归分析中自变量对行为意向解释程度的强弱依次排序是感知有用性、社会影响、技术素养和感知易用性。对感知有用性按照影响强弱排序依次是社会影响、自我效能感和技术素养。而对感知易用性产生影响的只有技术素养。在调节变量中,性别在感知易用性上存在显著差异;学科在感知易用性和行为意向上存在显著差异。根据研究结果,应该通过转变师范生教学理念、营造信息化学习环境、提高师范生信息技术应用能力、鼓励师范生参与翻转课堂活动几个途径来提升师范生翻转课堂接受程度。

【Abstract】 Under the background of new ideas and technologies in education emerge in an endless stream, flipped classroom has gradually obtained the attention of scholars from all walks of life, great progress has been made in both theoretical research and practice. However, as an innovative teaching mode supported by information technology, the promotion of the flipped classroom is not only in its own advanced nature and superiority, also lies in the user’s attitude, it is very essential to get the acceptance of schools, teachers, students and parents. As the executor of curriculum and the guide in the students’ study, the teacher’s acceptance of the flipped classroom is a necessary condition for the development of the flipped classroom. Normal students as future teachers, are important practitioners and promoters of education reform and development, the recognition and acceptance of normal students has a direct impact on the trend of our country’s education. Therefore, the affecting factors of Normal students’ acceptance is a subject worthy of further study. This paper explores the behavioral Intention and the affecting factors of the flipped classroom from the perspective of normal students, trying to provide the basis for flipped classroom training of normal students, making the flipped classroom in the education steadily forward.In this study, first of all, through the literature research to make an overall grasp of the flipped classroom, technology acceptance theory, the information technology acceptance of teachers and students, combined with the special characteristics of the Normal students to build the normal students’ flipped classroom acceptance initial model, Six affecting factors of perception of usefulness,perception of easy to use, technology quality, social influence, self-efficacy and behavioral intention were determined, and put forward the research hypothesis. Secondly, the study makes empirical analysis, A total of 255 valid data were collected by means of a questionnaire survey, analyzes it using SPSS software, obtains the affecting factors of the normal students’ acceptance of the flipped classroom, and the relationship between affecting factors, tested and modified initial model, and puts forward the corresponding suggestions according to the conclusions of the study, in order to enhance normal students’ acceptance of the flipped classroom.The main conclusions are as follows.On the basis of previous literature research and empirical research、the modified normal students’ flipped classroom acceptance model is reasonable and effective. Behavior intention of normal students in the flipped classroom are affected by the core variables of perception of usefulness and perception of usability, but also affected by the social impact and technology quality variables.Different variables have different influences on behavioral intention, according to the regression analysis, The degree of the explanatory power of the independent variables on the behavioral intention in sorted order is perception of usefulness, social influence, technology quality and perception of easy to use. The degree of the explanatory power of the independent variables on the perception of usefulness in sorted order is social influence, self-efficacy and technology quality. Only the technology quality affected perceived ease of use. In the adjustment variables, there were significant differences in perceived ease of use in gender. There were significant differences in perceived ease of use and behavioral intention in subject.Based on the results of the study, something should be do to improve the acceptance of Normal students’ flipped classroom acceptance, such as change the teaching idea of Normal students, constructing information learning environment, improve the application ability of information technology in Normal students, encourage Normal students to participate in the activities of the flipped classroom.

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  • 【网络出版投稿人】 华中师范大学
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