| Driven by the 13 th five-year plan of education informatization,various regions have accelerated the implementation of innovative talent training,and maker space and maker projects have mushroomed like mushrooms.Gen guest teaching is the change of traditional teaching methods,but in the process of promoting the development of the education and guest facing many challenges,the teacher is one of the challenges and teachers to accept a guest education ideas and to master relevant technology proficiency affects the guest carried out teaching effect,influence and the sustainable development of education.Therefore,this study investigates the factors that affect the technology acceptance of maker teachers in primary and secondary schools,and puts forward countermeasures and Suggestions on the technology acceptance level of maker teachers,so as to provide experience for schools that will carry out maker education.This study takes some regions in Shandong province that carry out maker teaching as the research object,and USES methods such as literature analysis,questionnaire survey and interview to carry out the research.Firstly,the domestic and foreign researches on the models of maker teaching and technology acceptability are summarized and analyzed.The interview outline of maker teachers is designed based on the UTAUT model,and the main influencing factors of maker teachers’ technology acceptability are summarized based on the interview results of maker teachers.Secondly,according to the relationship between the influencing factors of the original model,the corresponding research hypothesis is put forward to construct the initial model of influencing factors of the technical acceptability of maker teachers.Thirdly,based on the existing mature scales and combining the characteristics of maker curriculum,a questionnaire for the technical acceptability of maker teachers in primary and secondary schools was developed,and 240 questionnaires were collected,214 of which were valid.Fourthly,SPSS20.0 was used for preliminary analysis of the data,and LISREL program of structural equation model was used for full model analysis of the main variables,so as to verify the perception differences of makers’ teacher groups on the factors influencing technology acceptability,and determine whether the relationship between the main variables in the model and behavioral intention was affected.Through the above research,this paper comes to the following conclusions:(1)Among the main variables,performance expectation,effort expectation,social influence,contributing condition and individual innovation all have influences on behavioral intention.(2)Among the "individual characteristics" of maker teachers,the differences in the length of time,gender and voluntariness of scientific and technological innovation education have significant influences on behavioral intention,while the educational background has no significant influences on behavioral intention.(3)Based on the current problems faced by maker teachers and the factors affecting their technical acceptability,this study proposes the following countermeasures and Suggestions from the perspectives of contributing conditions,performance expectations,effort expectations and individual innovation: accelerate the construction of maker education curriculum resources system;Organize appropriate communication and training activities for maker teachers;Improve the teaching evaluation mechanism of maker teachers;To strengthen the innovative training and guidance of individual teachers,the author hopes to improve the technical acceptance level of maker teachers from the above four aspects. |
