Research On Influencing Factors Of Junior Middle School Teachers’ Smart Classroom Teaching Behavior Based On Technology Acceptance Model ——Take Shenzhen P District As An Example

Under the new vision of education modernization 2035,schools,teachers and students are facing the challenge of changing the education and teaching environment,and it is urgent to explore new educational and teaching models.As a product of the deep integration of modern information technology and multimedia education and teaching,smart education and smart classrooms have emerged.In this context,teachers’ smart classroom teaching behaviors are constantly being put forward with higher requirements;therefore,studying teachers’ status quo of smart classroom teaching behaviors and the factors that affect teachers’ use of smart classroom teaching is important for promoting the implementation of educational informatization.Based on the TAM theory,this research makes model assumptions on the factors of junior high school teachers’ teaching behavior in smart classroom.It is based on the two core dimensions which are perceived ease of use and perceived usefulness.In addition,it also uses enabling conditions,risk pressure considerations,performance expectations,computer self-efficacy,and subjective norms as the main explanatory variables.A total of 232 survey sample are accepted use to support this research which is analyzed through the structural equation model,and the results show:（1）Subjective norms and computer self-efficacy have a direct and beneficial impact on teachers’ use behavior.In addition,The latter also has an indirect beneficial effect on usage behavior through perceived ease of use;（2）Perceived usefulness has a completely mediating role in performance expectations,facilitating conditions,and the use of smart classrooms by junior high school teachers.Performance expectations and facilitating conditions have a positive impact on perceived usefulness,and indirectly affect usage behavior through perceived usefulness;perceived ease of use positively affects perceived usefulness;（3）Risk andstress have no effect on junior high school teachers’ smart classroom teaching behavior have a significant impact.（4）Among the moderating variables,academic qualifications produce significant differences in perceived usefulness factors,and teaching subject has significant differences in the three factors of contributing conditions,computer self-efficacy,and risk pressure considerations.Finally,according to the questionnaire and interviews,it can be concluded that: "social pressure" positively affects teachers’ behavior in using smart classrooms;personal performance improvement and the complete technical environment positively affect teachers’ perceived usefulness of smart classrooms;The evaluation of the ability to deeply integrate information technology and teaching has a positive impact on teachers’ perceived ease of use of smart classrooms;teachers think that smart classrooms are easy to use and useful to improve teachers’ smarter classroom use behavior;the influencing factors of teachers’ smarter classroom teaching behaviors in different disciplines are different.Above all,some recommendations are as follows: create a high-quality smart teaching environment;carry out smart classroom demonstrations and competitions to inspire teachers to explore new teaching models;formulate smart classroom incentive plans to improve teachers’ subjective initiative;increase the training on the use of the smart classroom model to help teachers overcome their fear of difficulties;follow up and guide in time to solve teachers’ smart classroom technical problems;improve smart classroom software and hardware functions to effectively assist classroom teaching;enhance technical self-confidence and change the concept of education and teaching.