摘要
基于全国13所高校共6607名师范生的调查数据,利用结构方程模型对师范生在线教学使用意愿的影响因素及作用机制进行分析。结果表明,师范生在线教学使用意愿受到自身经验、学校对在线教学的支持、教师教育者的在线教学情况,以及师范生感知的在线教学易用性和有用性的影响。高校对在线教学的支持虽然不直接影响师范生使用在线教学的意愿,但会通过影响教师教育者的在线教学情况,显著间接地影响师范生在线教学使用意愿。研究认为,要加强师范院校对在线教学的支持,鼓励教师教育者有针对性地增强在线教学时的示范性,使师范生真正感受到在线教学的易用和有用,进而增强他们工作后使用在线教学的意愿。
Based on a survey of 6607 student teachers in 13 universities in China,a structural equation model was used to analyze the influencing factors and mechanism of student teachers’intention to teach online.The results show that:student teachers’behavior intention(BI)of online teaching in the future is influenced by their experience of online learning(EOL),the universities’support for online teaching(SS),teacher educators’online teaching(TET),and their perceived ease of use(PEU)and perceived usefulness(PU)of online teaching.While universities’support for online teaching does not directly influence student teachers’willingness to teach online,it can exert an indirect influence on student teachers’behavior intention of online teaching by influencing their perceptions of teacher educators’online teaching.The study suggests that it is necessary to strengthen the support of online teaching in universities and to improve the modelling of teacher educators in online teaching.In this way,student teachers can appreciate the usefulness of online teaching and develop their willingness to teach online in the future.
作者
刘伟
宋萑
黄嘉莉
LIU Wei;SONG Huan;HUANG Jiali(Beijing Normal University,Beijing 100875;Guizhou Normal University,Guiyang 550025;Academy of Plateau Science and Sustainability,People’s Government of Qinghai Province&Beijing Normal University,Xining 810008)
出处
《中国高教研究》
CSSCI
北大核心
2021年第8期48-55,共8页
China Higher Education Research
基金
国家自然科学基金2019年度面上项目“如何提升教师培养质量:教师教育项目对师范生专业学习及其从教表现的影响效应与机制研究”(71974016)
北京市社会科学基金2020年度重点项目“我国在线教师教育体系建设研究”(20JYA001)的研究成果。
关键词
在线教学
使用意愿
师范生
技术接受模型
online teaching
behavior intention
student teacher
technology acceptance model
