Research On The Factors Influencing The Acceptance Of Micro-curriculum By Vocational Teachers

In recent years, the rapid development of information technology has permeated into education, which has obviously changed the traditional education teaching. The micro lesson can better serve the higher vocational education for it meets learners better, faster and more targeted learning. So it has drawn a great attention on education department, experts and scholars. However, the author found the applications of micro lesson were not common and teachers are not willing to use micro lesson in higher vocational education by combing and analyzing competition productions of higher vocational education micro lesson mega-game in Jiangsu province in 2014, as well as communicating with some higher vocational teachers. So, it is necessary to understand and grasp the factors those influence higher vocational teachers to accept micro lesson and how well the influence. And this research attempts to excavate the related, direct and indirect factors, and analyze the strategies those can improve or eliminate the influence. Also, this research attempts to put forward some suggestions to promote the application of micro lesson in higher vocational education.This research, based on the unified theory of acceptance and use of technology (UTAUT), uses the theory of self-efficacy and path dependence to build the theoretical model in this paper. Taking higher vocational teachers in Jiangsu for example, this research uses interview method and questionnaire survey method to deeply analysis the factors those influence higher vocational teachers to accept micro lesson. Also, this research attempts to systematically analysis the effect relationship between the measured variables and behavioral intention to uncover the incidence the core variables to behavior intention.Through SPSS questionnaire analysis software and AMOS structural equation model, this research collected and analysis 221 valid datum and demonstrated the rationality of this research model and hypothesis. The major outcomes of this research is that the behavioral intention is affected by factors ranging from outcome expectation, effort expectancy, social influence, facilitating conditions, self-efficacy, path dependence. What's more, the self-efficacy is the most influential factor among these, and the outcome expectation just behind it. The mean value of effort expectancy is the largest in all measuring dimension. That is mean, the higher vocational teachers think it is difficult to make or apply micro lesson. Facilitating conditions is just behind effort expectation. That is mean, the related resources, technology and ability are not sufficient. And it reflects that the material and technical conditions of making or applying micro lesson are imperfect. The age, seniority and subject of higher vocational teachers do not have major effects on outcome expectation, effort expectancy, social influence, facilitating conditions, self-efficacy, path dependence. On the contrary, different degree has a significant effect on outcome effect, and different professional title has a significant effect on effort expectancy. Also, factors like attitude of micro lesson application affects all these result. And different application frequency of micro lesson signally affects outcome expectation, effort expectancy, social influence, path dependence and behavior intention, and it also affect facilitating conditions and self-efficacy.According to the outcomes reached by this research, the author thinks that we should promote the application of micro lesson in higher vocational education from two levels--the teachers and the related departments and vocational colleges. On the one hand, the higher vocational teachers should update education ideas, enhance self-efficacy, increase ability, optimize teaching effect and improve their professional literacy. On the other hand, the related departments and vocational colleges should provide the necessary technical support, design some micro lesson templates and simplify the production routine. Also, they should provide some platforms for teachers talking, attach great importance to teachers'practice and training, and rich the types of micro lesson competition and build the atmosphere of micro lesson teaching application. At the same time, they should pay attention to increase incentives, support and encourage teachers to participate.