摘要
以技术接受度模型(Technology Acceptance Model,TAM)与TPACK(Technological Pedagogical Content Knowledge,整合信息技术、教学法、学科内容的知识结构)理论为基础,以手持技术为技术接受度模型与TPACK中的技术对象,利用结构方程模型调查研究H大学化学师范生的手持技术接受度与TPACK的相关性。研究发现:(1)化学师范生对手持技术的行为意愿、感知易用性、主观规范正向影响TPACK的发展;(2)化学师范生对手持技术的感知有用性与自我效能正向影响行为意愿,并能通过行为意愿间接影响TPACK的发展。最后,基于研究结果,提出发挥示范引领作用、重视优质资源的整合应用等提升化学师范生手持技术TPACK的4条建议。
Based on the technology acceptance model and TPACK theory, combined with structural equation modeling, taking handheld technology as the technical object in technology acceptance model and TPACK, the correlation between the handheld technology acceptance and TPACK of chemistry pre-service teachers in H University was investigated. The results showed that(1) The behavioral intention, perceived ease of use, and subjective norm of chemistry pre-service teachers on handheld technology positively affect the development of their TPACK;(2) The perceived usefulness and self-efficacy of chemistry pre-service teachers on handheld technology positively affect behavioral intention, and can indirectly affect the development of their TPACK through behavioral intention. Finally, based on the research results, four suggestions are put forward to improve the handheld technology TPACK of chemistry pre-service teachers, including playing the leading role of example and paying attention to the integrated application of high-quality resources.
作者
谭宇凌
钱扬义
温金菊
吴锶敏
钟子婷
TAN Yu-Ling;QIAN Yang-Yi;WEN Jin-Ju;WU Si-Min;ZHONG Zi-Ting(School of Chemistry,South China Normal University,Guangzhou 510006,China)
出处
《化学教育（中英文）》
CAS
北大核心
2023年第2期109-116,共8页
Chinese Journal of Chemical Education
基金
2020年广东省研究生教育创新计划研究生示范课程建设项目“化学实验设计与研究(手持技术)”(2020SFKC023)
2020年广东省高等教育教学改革项目“化学卓越教师实验教学创新能力的‘四联动’培养范式——以教育部东芝杯全国师范大学化学教学创新大赛获奖作品为例”成果之一
2021年第二批国家一流本科线上课程“化学教学论手持技术数字化实验”申报项目。
关键词
手持技术接受度
化学师范生
TPACK
相关性
结构方程模型
handheld technology acceptance
chemistry pre-service teacher
TPACK
correlation
structural equation model
