中小学教师使用网络学习空间影响因素研究——基于UTAUT模型的调查

A Study of the Factors that Affect Web-based Learning Places Use —A UTAUT Model Analysis

网络学习空间为教师所用是推动教学方式和学习方式变革的关键。该文以参与中小学教师信息技术应用能力提升工程培训的教师为研究对象，从使用者技术接受的整合视角研究了影响中小学教师使用网络学习空间的主要因素，提出了研究假设，构建了研究模型，并通过问卷调查收集材料，对影响因素进行了实证。结果表明，绩效期望和社会影响对教师使用网络学习空间的行为倾向具有积极的作用，便利条件对教师使用网络学习空间的行为具有积极的作用，努力期望对教师行为倾向的影响不显著。性别和教龄对研究模型中的三个核心要素具有调节作用，性别在绩效期望对行为倾向的影响中具有正向调节作用，而在社会影响对行为倾向的作用中具有反向调节作用；教龄在绩效期望对行为倾向的影响中具有反向调节作用，而在社会影响对行为倾向的作用、便利条件对使用行为的影响中均具有正向调节作用。研究结论为提升教师培训效果提供一定的理论支持和实践建议，也为其他教师教育和培训工作提供借鉴。

Web-based Learning Places used by teachers is a key factor to promote changing of instruction and learning methods. This paper analyzes the main influencing factors that affect web-based learning places use of primary and secondary school teachers， constructs the theoretical framework driven by the Unified Theory of Acceptance and Use of Technology(UTAUT)， puts forward the hypothesis and makes an empirical analysis by using structural equation model. As the results demonstrate， performance expectancy and social influence have a positive effect on behavioral intention to use web-based learning place; facilitating condition has a positive effect on use behavioral of web-based learning place; effort expectancy does not have a significant influence on teachers’ intention to use web-based learning place. Additionally， this study further investigated the moderating role of teachers’ gender and years of service on the relationship between all variables. The theoretical and practical implications of the results are discussed.