■由于传统教学法的局限性,探究式教学日益受到重视,成为高校教育课程教学改革的重要内容。然而,在探究式教学方法得到广泛应用之前,调查学生对探究式教学的主观接受度及其影响因素至关重要。
■鉴于此,考虑到学生的心理因素,在扩展技术接受模型(TAM)的基础上,建立了探究式教学法的接受模型。三个额外的变量,即自我效能感,实施质量,和风险感知,被纳入TAM。首先,通过网络问卷调查,获得了广东大学生对探究式教学接受度影响因素的主观评价数据,中国,采用雪球采样,方便采样。共回收有效问卷485份,有效率为88.2%。然后,内部一致性和可靠性,用信度和效度检验对模型及其假设的收敛效度和判别效度进行检验。最后,路径分析用于检查学生接受探究教学的关键决定因素和主持人。
■结果表明,所构建的模型可以解释88.6%的大学生对探究式教学的可接受性;态度对行为意向有显著的正向影响;感知易用性通过感知有用性间接影响行为意向。而感知有用性通过态度间接影响行为意向;自我效能不仅直接影响行为意向,而且通过实施质量间接影响行为意向;实施质量通过感知有用性和态度间接影响行为意向;学生对探究式教学的风险感知对行为意向没有负面影响。
■总的来说,这项研究对政策制定者有影响,探究式教学在高校课堂中的实施和推广。
UNASSIGNED: Due to the limitations of traditional didactic teaching, inquiry-based teaching has attracted increasing attention and has become an important content of curriculum teaching reform in college education. Nevertheless, it is vital to investigate students\' subjective acceptance of inquiry-based instruction and its influencing factors before inquiry-based teaching methods are widely implemented.
UNASSIGNED: In light of this, taking into account the psychological factors of students, an acceptance model of inquiry-based teaching pedagogy was established based on the extended technology acceptance model (TAM). Three additional variables, namely self-efficacy, implementation quality, and risk perception, were incorporated into the TAM. Firstly, subjective evaluation data of the influencing factors of inquiry teaching acceptance were obtained through a network questionnaire survey from university students in Guangdong,
China, using snowball sampling and convenient sampling. A total of 485 valid questionnaires were retrieved, with an effective response rate of 88.2%. Then, internal consistency and reliability, convergent validity and discriminant validity of the model and its hypothesis were tested with reliability and validity tests. Finally, path analysis was used to examine key determinants of students\' acceptance of inquiry teaching and moderators.
UNASSIGNED: Results indicated that the constructed model can explain the acceptability of inquiry teaching for college students by 88.6%; Attitude has a positive significant impact on behavioral intention; Perceived ease of use indirectly affects behavioral intention through perceived usefulness, while perceived usefulness indirectly affects behavioral intention through attitude; self-efficacy not only directly affects behavioral intention but also indirectly affects behavioral intention through implementation quality; implementation quality indirectly affects behavioral intention through perceived usefulness and attitude; students\' risk perception of inquiry-based teaching has no negative impact on behavioral intention.
UNASSIGNED: Overall, this study has implications for policymakers, teachers or learners in terms of the implementation and promotion of inquiry-based teaching in college classroom.