A Study On The Behavior Of University Teachers Use WeChat To Assist Instruction And Case Analysis

Through the study of social software-assisted instruction,it is found that the internet has further influenced on people's education and life.The mobile phone application represented by WeChat as a means of information technology to achieve the sharing and transfer of learning resources,and has been applied and studied in the field of education,especially higher education.The research was divided into two major directions,one was to explore some effects about WeChat for students,second was some teachers design and research about WeChat-assisted instruction.In order to better promote the use of WeChat-assisted teaching by university teachers.This paper explored the relationship between influencing factors of WeChat-assisted instruction by means of theory and practice.Designed and implemented a course named "remote education base" in Changchun Normal University,the school of media,the professional course,to explore the practice effect.First of all,through the WeChat-assisted instruction related literature research,found the main stage of the design and implementation of the We Chat-assisted instruction process.Constructed the mode of university teachers use WeChat to assist instruction on the basis of literature research and blend learning and others.The mode was divided into three major stages: pre-analysis,WeChat-assisted instruction design and development and teaching evaluation.Combined the mode of university teachers use WeChat-assisted instruction and Unified Theory of Acceptance and Use of Technology(UTAUT)to analyze the WeChat-assisted instruction behavior and to extract the influencing factors.Constructed the relationship between influencing factors about university teachers use WeChat to assist instruction behavior by referring the technology acceptance model,and combined the factors with the relationship of behavior to proposed research hypothesis.Secondly,designed questionnaire and formulated rules of the questionnaire referred by the model,then to give out the questionnaires and get the feedback to adjust the questionnaire.Using the relevant analysis and regression analysis to analyze and validate the influenced factors of university teachers use WeChat–assisted instruction,to validate the hypothesis and correct the relationship model.Made a few comments,such as in the process of university teachers use WeChat-assisted instruction should minimize the operating conditions hinder,should fully consider the relevance of course content and WeChat's function,and reduce operational difficulty.At the same time,before carried out teaching activities,we need to develop relevant codes of conduct and so on.Since the basis of WeChat teaching evaluation has negative effect on the ease of use of teachers use WeChat-assisted instruction,teachers could according to the actual situation to choose this evaluation.Finally,on the basis of understanding the positive factors and negative factors that affect university teachers use WeChat-assisted instruction,combined with the WeChat-assisted instruction mode,took into account the function of We Chat support and the fitness of teaching content,took the course of distance education in Changchun Normal University as an example,designed and implemented a specific course around the pre-class,class,after-school and extra-curricular stages.Through the analysis of the teaching effect,it is found that conduct more comprehensive rules were the key to maintain the smooth of the activities,not only can reduce workload of teachers and the negative impact of teachers,but also fully exercised the students' learning and application ability.