摘要
师范生个人学习空间(PLS)的建立会带来教师教育实践课程教学和学习方式的深度变革。以技术接受和应用整合理论(UTAUT)为理论框架,围绕"师范生使用PLS的行为意向决定使用行为"这一主线,对437位师范生开展调查,探讨绩效期望等因素对师范生PLS使用行为的影响。结果表明,绩效期望、社会影响显著影响师范生使用PLS的行为意向,进而影响PLS的使用行为,其中绩效期望的影响最为显著;促进条件直接正向影响PLS的使用行为。此外,促进条件对使用行为的影响和绩效期望、社会影响对行为意向的影响都受年龄的调节。研究结果有利于提高PLS建设项目的服务质量和水平,保障高效科学的教学网络管理系统的建立,进一步优化教师教育实践课程的教学与质量监控。
Personal learning space (PLS) has had a significant impact on teaching and learning these recent years. The author has conducted a survey among 437 pre service teachers to explore the impact of performance expectancy and others factors on their PLS behavior. The results show that performance expectancy and social influence significantly affect behavior intention and PLS using behavior; the most significant effect is performance expectation. Facilitating conditions has a direct positive impact on PLS using behavior. In addition, the impact of facilitating conditions on using behavior and performance expectation, social influence on behavior intention are regulated by age. The result is helpful to improve the service quality and level of PLS construction project, guarantee the establishment of efficient and scientific teaching network management system, and further optimize the teaching and quality control of teacher education practice curriculum.
出处
《广东开放大学学报》
2016年第4期26-32,共7页
JOURNAL OF GUANGDONG OPEN UNIVERSITY
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"(2013JK048)
华南师范大学2013年青年教师科研培育基金项目"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"(13SK14)
全国教育科学"十二五"规划2012年度教育部青年专项课题"以‘卓越教师'为导向的师范生信息化教学能力模型建构及其影响因素多层分析"(EIA120397)