摘要
在教育信息化浪潮的推动下,我国学前教育信息化正在稳步推进中。本研究在充分借鉴技术采纳和使用整合模型(UTAUT)的基础上,结合学前教育信息化教学的内涵,从学前教师对信息化教学活动的绩效期望、努力期望、社会影响及便利条件四个维度调查分析了学前教师对信息化教学的接受度,以及年龄、教龄和学历对教师信息化教学使用意向及使用行为的影响调节作用。结果发现绩效期望、社会影响、努力期望对学前教师信息化教学的使用意向具有显著的影响;努力期望、便利条件和绩效期望对学前教师的信息化教学使用行为具有正向积极的影响;现阶段学前教师开展信息化教学的意向高,但实际行为低;年龄、教龄、学历等变量对教师信息化教学接受度有一定影响。为切实提高学前教师对信息化教学活动的接受度,信息化环境是基础,优质教育资源是保障;信息化领导力是推力,学习团队是合力;培训是方法,应用是途径。
With the development of educational informational technology, researches on preschool edu- cation information in our country are steadily advancing. Based on the Unified Theory of Acceptance and Use of Technology, the paper analyzed preschool teachers＇ acceptance of information-based educational activities from the aspects of performance expectatiofl, endeavor expectation, community impact and convenience level. The results indicated performance expectation, community impact and endeavor expectation had positive effects on the teachers＇ using intention; endeavor expectation, convenience condition and performance expectation had positive effects on the teachers＇ using behavior; the relationship between the using intention and behavior was low; age and education background also had influences on the teachers＇ acceptability of informational teaching. In order to improve preschool teachers＇ acceptance of informational teaching, it need to construct information-based environment and provide teachers with quality education resources. Principles＇ informational leadership and construction of a learning team are also crucial. Teachers not only need training, but also should have opportunities to apply into practice what they have learned by training.
出处
《学前教育研究》
CSSCI
北大核心
2017年第4期14-25,共12页
Studies in Early Childhood Education
基金
教育部中国移动基金项目"师范生信息化教学能力标准与培养模式实证研究"(编号:MCM20150607)
湖南省教育科学"十三五"规划省级一般资助项目"义务教育教师信息化教学能力培养策略与实证研究"(编号:XJK016BXX012)
湖南省哲学社会科学基金项目"湖南省中小学校教育信息化现状与对策研究"(编号:15YBA030)
关键词
学前教师
信息化教学
使用意向
使用行为
UTAUT模型
preschool teachers, informational teaching, using intention, using behavior, the U-TAUT model
