Research On The Differences In The Development Stage Of Cyber Learning Space And The Influencing Factors Of Teachers' Willingness And Behavior To Use

For the overall construction of" Three Accesses and Two Platforms " in the key work of educational informatization,the Ministry of Education has put forward important instructions for achieving educational modernization,innovating teaching modes and improving educational quality.As an important part of the "Three Accesses and Two Platforms ",cyber learning space is of great significance to innovative education mode,promoting the reform of education mode and teaching mode.Teachers,as the core of the application subject of cyber learning space,their willingness and level of application of cyber learning space largely determine the overall application scope and development direction of cyber learning space.Through the research and development of this study,it is found that the current application level of teachers' cyber learning space in various regions is not balanced.In some regions,teachers' cyber learning space level is still in the primary application stage after the initial registration,while some regions have been able to effectively integrate the cyber learning space with the actual education and teaching activities.At the same time,teachers in different development level areas are also facing different development dilemmas in improving their application willingness and application level.Therefore,in order to promote the balanced development of inter-regional teachers'cyber learning space application,we can put forward effective and targeted suggestions for teachers in different development stages.This paper will analyze the specific problems in detail and try to use different methods to solve them:1.Aiming at the problem of unbalanced development of regional teachers' cyber learning space,firstly,based on the literature review of the original cyber learning space and the summary of relevant research theoretical models,the core variables of this study are determined,and the questionnaire and field interview outline of relevant research are designed.A semi-structured interview was conducted on the application of regional teachers' cyber learning space;2?Secondly,through the analysis of empirical data,we can get the differences between the two regions,and analyze the results of previous field interviews in detail,summarize and refine the specific characteristics of teachers' cyber learning space application in different stages of development,and construct the evaluation system of teachers' cyber learning space development stage.3?Finally,we construct a research model on the influencing factors of teachers' willingness to use and application behavior in cyber learning space,and explore the influencing factors of teachers' willingness to use and application behavior in cyber learning space at different stages of development.Then,we put forward corresponding promotion strategies and suggestions for the results.On the basis of empirical research and field interviews,this paper draws the following conclusions:1.Through the empirical research of questionnaire survey,we can find out the difference between the two regions in the development of cyber learning space.Then we can explore the reasons for the difference through the results of field interviews.Finally,we can construct the evaluation system of the development stage of cyber learning space and get the actual development stage of different regions in the development of cyber learning space.2.In terms of the influence of information quality on the willingness to apply cyber learning space,the primary and secondary school teachers in the "application stage" of cyber learning space have a significant impact,while the social factors have a greater impact on the primary and secondary school teachers in the "integration stage".3.In terms of the influence of social factors on the application behavior of cyber learning space,the social factors have a significant positive impact on the "application stage" of primary and secondary school teachers,while the system quality factors have a significant impact on the "integration stage" of primary and secondary school teachers' practical application behavior.Based on the above conclusions,in order to promote the balanced development of cyber learning space among regions,this paper proposes corresponding promotion strategies from the following different dimensions:"Strengthening the Infrastructure Construction of Network Learning Space","Expanding the Application Level of Online Learning Space Teaching","Promoting Individualized Development of Online Learning Space Construction","Emphasizing the Management and Application Training of Online Learning Space","Pay attention to the differences in the development stages of e-learning space".