摘要
文章以TPB(Theory of Planned Behavior,计划行为理论)和TAM(Technology Acceptance Model,技术接受模型)为理论框架,采用问卷调查的方式对教师信息化教学行为的影响因素进行了分析。结果表明,TPB和TAM模型对信息化教学行为意向均有较强的解释力,且TPB拟合度优于TAM;两个模型中的行为态度、感知行为控制、感知有用性对实际行为均有间接或直接的显著影响。文章的研究有助于深化对教师信息化教学行为的理解,可为高校信息化教学资源和平台建设、教学运行管理等提供参考。
Based on the theoretical framework of TPB （Theory of Planned Behavior） and TAM （Technology Acceptance Model）, this paper analyzes the influence factors of teacher＇s informatization teaching behavior by means of questionnaire. The results indicate that the models of TPB and TAM have valid explanatory power for behavioral intention of informatization teaching, and TPB has better goodness-of-fit than TAM. In these two models, attitude toward behavior, perceived behavioral control and perceived usefulness have an indirect or direct significant effect on actual behavior. The research is helpful to deepen the understanding of teacher＇s informatization teaching behavior, which can provide reference to the construction of informatization teaching resources and platform in University and teaching operation management.
出处
《现代教育技术》
CSSCI
2017年第3期78-84,共7页
Modern Educational Technology
基金
广东省教育科研"十二五"规划2013年度研究项目"面向师范生信息化教学技能培养的微课设计与应用的实证研究"(项目编号:2013JK048)
2015年度教育部人文社会科学研究青年项目"知识学习视域下个人学习空间支持教师专业成长的生态模型及进化机理研究"(项目编号:15YJC880111)的阶段性研究成果
关键词
信息化教学
TPB
TAM
行为意向
实际行为
informatization teaching
TPB
TAM
behavioral intention
actual behavior
