中小学教师对线上线下融合教学的接受度及其影响因素研究

Research on the Acceptance Degree of Online and Offline Integrated Teaching by Primary and Secondary School Teachers and its Influencing Factors

作为线上线下融合(Online Merge Offline,OMO)教学的直接实施者,教师是否愿意接受OMO教学,关系到OMO教学实施效果和OMO教育发展。而对于什么是影响教师接受OMO教学的因素这一问题,国内学界尚未对此作出回应。为此,文章采用量化分析方法对814名中小学教师接受OMO教学的影响因素及调节效应进行了探究,结果表明:绩效期望、努力期望、社群影响对教师实施OMO教学的意愿有显著正向影响;促成条件、使用意愿对教师实施OMO教学的行为有显著正向影响;现阶段教师开展OMO教学的频率低,但价值认同高;学校类型和信息技术精通程度对绩效期望、努力期望、促成条件具有调节作用。最后,文章从政策导向、资源导向、效能导向三个层面提出对策建议,以期有效推进OMO教学的常态化实施。

As the direct implementer of online and offline(OMO)teaching,whether teachers are willing to accept OMO teaching is related to the implementation effect of OMO teaching and the development of OMO education.However,domestic academia has not yet responded to the question of what are the factors that affect teachers’acceptance to OMO teaching.Therefore,this paper adopted quantitative analysis methods to explore the influencing factors and moderating effects of 814 primary and secondary school teachers’acceptance of OMO teaching.The results showed that performance expectations,effort expectations,and community influence had significant positive impacts on teachers’willingness to implement OMO teaching,and faciliating conditions and use intention had a significant positive effects on teachers’OMO teaching behavior.At present,the frequency of OMO teaching was low,but the value recognition was high.Meanwhile,school type and information technology proficiency degree had moderating effects on performance expectations,effort expectations,and faciliating conditions.Finally,countermeasures and suggestions were proposed from three levels of policy orientation,resource orientation and efficiency orientation,in order to effectively promote the normalization of OMO teaching.