学生对电子书包的态度及理解研究

Research on Student Perception and Attitude of e-Schoolbag

随着移动网络和移动技术的高速发展，电子书包吸引了人们的眼球。但不同人群对电子书包褒 贬不一，直接影响其发展。基于此，本研究试图梳理与总结学生对电子书包的态度与理解，从而找出电子书包应 用和推广的策略。通过问卷调查法与访谈法，研究者对广东省佛山市197 名高中生调查结果显示:大部分学生 对电子书包内涵有一致的理解并认可电子书包的价值，认为自己适合使用电子书包的学科是语文和英语;女生 与电子书包使用经验丰富的学生更认可电子书包的价值;网龄长的学生对待网络管理方式更开放;男学生、电子 书包经验少的学生、网龄长的学生对使用电子书包态度更积极。对此笔者建议:持续跟踪电子书包一线教学的 发展，及时满足学生的需求;学生之间应该开展小组协作，共同完成教师的任务;教师应给学生更多的空间运用 电子书包进行学习，以满足学生个性化学习需要。

The word of e-Schoolbag was aroused in 1999 in Singapore. It attracts public attention because it is con venient to carry and easy to update. The author found that different students have different ideas about e-Schoolbag based on previous research. The author also found that student perceptions on e-bag directly affect the e-Schoolbag application. Because of that， the aim of this study is to survey student attitude and perceptions of e-Schoolbag in or der to find out e-Schoolbag's application and promotion strategy， the consequence of which can guide practice. This study mainly used quantitative and qualitative research in a complementary mix of research methods to get data. We designed and developed the e-Schoolbag questionnaire of student attitude and perceptions based on the psy chological measurement science and hermeneutics theory. Student perceptions on e-Schoolbag include the following di mensions: first， students' understanding on the connotation of e-Schoolbag; second， students' understanding on the application of e-Schoolbag; third， students' understanding on e-Schoolbag's value. e-Schoolbag attitude dimensions include cognition， emotion， and behavior. The development of the questionnaire is guided and reviewed by many ex perts and students. We used the questionnaire to get data from Guangdong area e-Schoolbag experimental schools. The findings include student perceptions on e-Schoolbag: Eighty percent of students have consistency to under standing of e-Schoolbag connotation. Less experienced students cannot understand the more profound e-Schoolbag ap plication model. Male students have stronger learning ability than female students in e-Schoolbag applications. The students who used e-Schoolbag for a shorter period of time report the science is more suitable for e-Schoolbag teach ing. Students who use e-bag earlier think network should be open. The students who use e-Schoolbag for a longer pe riod of time and female students report that they can recognize the value of e-Schoolbag. On the whole， students' atti tude of e -Schoolbag is positive. There are significant differences between students in terms of attitude towards e - Schoolbag; male students， less experienced students， and the long-term Internet students are more positive to the e- Schoolbag. Based on this research， the authors make the following suggestions: 1) e-Schoolbag's developers should intensify efforts to the development of science resources; 2) Teachers should use a team approach and task-based learning when integrating e-Schoolbag into classrooms; 3) Districts and schools should encourage more students to use e-School bag. There is also a recommendation for future research: expand the number and scope of the sample and conduct in -depth analysis of the relationship between different student groups.