农村薄弱校教师“创新教学模式”接受度比较研究——基于“技术—任务”拟合视角

A Comparative Study on Acceptance of "Innovative Teaching Model" for Teachers in Rural Weak Schools:From the Perspective of "Technology-task" Fitting

为了提升农村薄弱校的教学质量,有研究团队提出并实践了多种"创新教学模式"。为了进一步探讨农村薄弱校教师"创新教学模式"接受度的差异性,研究基于"技术—任务"拟合的理论视角,对219名农村教学点教师进行问卷调查,研究结果表明:(1)抽样对象对四种课堂模式接受度的排序是(按从大到小的顺序)同步互动混合课堂模式、同步互动专递课堂模式、有组织的MOOC模式、传统多媒体课堂模式;(2)"技术任务拟合"是影响农村教学点教师接受"创新教学模式"最主要的因素;(3)"技术任务拟合"在"技术特征""任务特征"影响"接受度"的过程中,具有显著的中介作用。

In order to improve the teaching quality of rural weak schools, some research teams have put forward and implemented a variety of ＂innovative teaching models＂. In order to further explore the differences in the acceptance of ＂innovative teaching models＂ for teachers in rural areas, this study, based on the theoretical perspective of ＂technology-task＂ fitting, investigates 219 teachers in rural areas. The results show that： （1） the acceptance order of four classroom models for those teachers is （ order top down） the synchronous interactive blending model, the synchronous interactive delivery model, the organized MOOC model and traditional multimedia model; （2） the most important factor that ＂affects rural teachers＂ acceptance of ＂innovative teaching model＂ is ＂technology-task fitting＂; （3） ＂technology-task fitting＂ has a significant mediating function in the process of ＂technical characteristics＂ and ＂task characteristics＂ affecting the ＂acceptance＂.