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厘清教师虚拟实验接受度的影响因素，有助于提升其虚拟实验教学能力。该研究以央馆中小学虚拟实验教学实验区实验校的教师为调查对象，从使用者技术接受的整合视角，设计了中小学教师虚拟实验接受度模型，研究了性别、年龄、学段和技术熟练度对教师虚拟实验接受度的调节作用。结果表明：(1)社群影响是提高教师接受度的主要因素；(2)学段在社群影响与接受度的关系上存在显著调节作用；(3)技术熟练度在绩效期望与接受度的关系上存在显著调节作用。最后，从加强教学保障、构建教学共同体、提高教师胜任力三个方面提出区域深入推进虚拟实验教学的建议，以期助力虚拟实验的规模化、常态化教学应用。
Abstract：It plays an important role in improving the teaching ability of vitrual experiments to clarify the infiuencing factors of teachers' acceptance of virtual experiment. This paper took the teachers as samples, who work in experimental schools of virtual experiment teaching developed by National Center for Educational Technology, designed the model of virtual experiment acceptance of primary and secondary school teachers from the integration perspective of users' technology acceptance. And it studied moderating effects on teachers' acceptance of virtual experiment from gender, age, school stage and technical proficiency. The results shows that:(1)community infiuence is the main factor to improve teachers' acceptance;(2)the school stage has a significant moderating effect on the relationship between community infiuence and acceptance;(3)technical proficiency has a significant moderating effect on the relationship between performance expectation and acceptance. Finally, in order to help to scale and normalize the teaching application of virtual experiment, some suggestions have been put forward to further promote the virtual experiment teaching from three aspects:strengthening the teaching guarantee, building the teaching community and improving the teachers' competence.
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基本信息:
中图分类号:G434;G632.4
引用信息:
[1]冯吉兵,张国良,靳帅贞,等.中小学教师虚拟实验教学能力提升的对策研究——基于技术接受度测评[J].中国电化教育,2022,No.426(07):120-126+133.
基金信息:
教育部-中移动项目“5G网络环境下的信息化教学模式研究”(项目编号：MCM20200401); 华中师范大学国家教师发展协同创新实验基地建设研究项目“基于MR的教师培训资源设计与开发”(项目编号：CCNUTEIII 2021-05)阶段性研究成果
2022-07-08
2022-07-08