电子课本环境中学生技术接受度与学习方法、学习效能感关系研究

Analysis of the Relationship among Students' Acceptance to E-textbook Technology%2C Learning Strategies and Self-efficacy

随着《国家教育事业发展第十二个五年规划》的逐步实施，数字校园建设、信息化教学推广等各种项目正在深入开展，尤其是电子课本的试验与应用加速了探索教育理论与信息深度融合的步伐。探究学习方法与学习效能感对电子课本的技术接受程度的影响成为一个重要问题。本研究采用描述性分析、单因素方差分析、相关分析和结构方程模型(简称SEM)方法，对我国某省市25所小学的1972名小学生进行问卷调查，内容包括学习背景调查、技术接受度问卷、学习方法问卷(简称R-LPQ-2F)和学习效能感问卷。结果表明:学习方法会影响学生对电子课本的感知有用性和感知易用性，其中学生的深层学习动机和策略影响对电子课本操作轻松程度的认知等;自我效能感正向影响学生技术接受度，学习效能感越高，对电子课本有效性的认知也越高;并且学生性别、年龄、家长对学习的重视程度等差异对电子课本使用行为也有显著影响。本研究构建了多层次的学生技术接受模型网状关系图，对电子课本内容设计、操作实施、构建与家长沟通的“生态圈冶等方面提出建议。

With the 12th National Educational Development Five-year Plan， many digital initiatives are under implementation. Among these initiatives， e-textbook applications have a significant impact on the education system because it accelerates the integration between educational theory and information technology. e-Textbook refers to the kind of electronic materials which presented in a book style. e-Textbook is gradually becoming a new type of learning tool in the classroom. In the e-Learning and m-Learning environment， e-textbook includes not only the traditional printed materials， but also richer media resources and activities aligned with learning objectives. Therefore， it is beneficial to study the factors influencing the use of e-textbook in the classroom and its effects. This study is designed to explore the relationship between learning strategies， self-efficacy and technology acceptance. The data was collected through questionnaires from1，972 students in 25 schools. Descriptive analysis， structural equation modeling (SEM) and One-Way ANOVA were used to analyze the key factors. The results show that learning strategies have direct positive effect on perceived ease of use and perceived usefulness; self-efficacy has an impact on technology acceptance. Higher levels of motivation and strategy possessed by students indicated that they would study more actively with e-textbooks. Self-efficacy affects students' perceived usefulness and perceived ease of use. In addition， different ages and genders make a significant difference among technology acceptance， learning strategies and self-efficacy. Finally， the design of e-textbooks should meet each student's individual needs， increase learning support， and promote communication among students， teachers， and parents. The application of e-textbook will not only change the relationship of teachers and students， but also impact parental involvement in student learning. This study has constructed a technology acceptance model for e-textbook. This study also provides several recommendations for the design of e-textbook content， the implementation of e-textbook， as well as ecosystem for parental involvement.