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有效提升教师TPACK水平是教育信息化进程的重要组成要素。为探索教师TPACK发展路径,该研究参照技术接受模型,从外部因素、感知易用性、感知有用性、兼容性和行为意图五个层面构建了影响师范生TPACK发展的影响因素模型,并通过数据的收集与处理进行了实证检验和模型修正。研究发现,外部因素对教师TPACK发展具有很大的推动作用,感知易用性、兼容性是影响教师TPACK发展的重要因素,而感知有用性的影响并不显著。
Abstract：According to technology acceptance model(TAM), this paper reports that how pre-service teachers' TPACK development is influenced by external factors, perceived ease of use, perceived usefulness, compatibility and behavioral intention. The authors try to prove the hypothesis and establish error correction model by analyzing the data collected by means of self-report questionnaire and find that: Positive external factors greatly promote the development of pre-service teachers' TPACK; perceived ease of use and compatibility are the most important elements affecting behavioral intention, while perceived usefulness is not significant.
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基本信息:
中图分类号:G434
引用信息:
[1]张海,肖瑞雪,王以宁,等.基于技术接受模型的师范生TPACK发展研究[J].中国电化教育,2015,No.340(05):111-117.
基金信息:
教育部人文社会科学研究项目青年基金项目“下一代信息技术支持的教育技术实践监控与评价”(课题编号:11YJC880159)的阶段成果
2015-05-10
2015-05-10