| The digital age has triggered a great change in the way of education and teaching.The development of educational informatization in the new era has continuously promoted the development of information technology and subject teaching from integrated application to innovative development.A variety of teaching micro-lecture based on the concept of in-depth integration of information technology and curriculum came into being.In the face of abstract mathematics subject,compared with the traditional teaching methods of mathematics education,the use of mathematics micro-lecture education teaching work can improve students’ interest in learning and reduce students’ cognitive load.However,the utility of any information technology first depends on the attitudes and behavioral intentions of its users.In school education,teachers play the role of guiding and demonstrating to students,which is the key role that technology effect can finally play.Therefore,mathematics teachers’ acceptance and adoption of technology has become a key issue in the promotion of new technology in schools.To some extent,the educational concept of mathematics teachers on micro-lecture has been formed in the pre-service stage,and can be traced back to the pre-service stage which is in line with their professional development.This study probes into the attitudes,intentions,influencing factors and cultivation strategies of pre-service mathematics teachers on the use of micro-lecture.Therefore,based on UTAUT2 and other theoretical models,combined with the characteristics of micro-lecture and pre-service mathematics teachers,this study constructed a theoretical model of influencing factors of pre-service mathematics teachers’ micro-lecture acceptance after literature review and interview,and set 11 variables,5moderating variables and 25 research hypotheses.In order to test the theoretical model and related hypotheses,986 samples of valid data were obtained in the questionnaire survey.The measurement model and the structural model of this research model were respectively tested by PLS-SEM structural equation model method,and then the reliability and scientific nature of the data analysis were demonstrated through the interview research.According to five research questions,five relevant conclusions are drawn:(1)Pre-service mathematics teachers have a good attitude towards micro-lecture and are more positive.(2)Pre-service mathematics teachers have a good willingness to use micro-lecture.(3)There are 6 factors influencing the "Attitude" of pre-service mathematics teachers in micro-lecture,and the influence intensity is successively Reflect,Hedonic Motivation,Performance Expectancy,TPACK,Self-Efficacy and Effort Expectancy,among which TPACK and Effort Expectancy are negative influencing factors.(4)There are 5 factors influencing the "Behavioral Intention" of pre-service mathematics teachers’ micro-lecture,and the influence intensity is successively Attitude,Reflect,Social Influence,Performance Expectancy and Effort Expectancy,among which Effort Expectancy is a negative factor.(5)The verified and modified research model contains 9 potential variables and 4 moderating variables.Among them,the main effect of 15 significant potential variables is Performance Expectancy--> Attitude,Performance Expectancy--> Behavioral Intention,Effort Expectancy--> Attitude,Effort Expectancy--> Behavioral Intention,Effort Expectancy--> Performance Expectancy,Self-Efficacy--> Attitude,TPACK--> Attitude,TPACK-->Performance Expectancy,TPACK--> Effort Expectancy,TPACK--> Self-Efficacy,Hedonic Motivation--> Attitude,Reflect--> Attitude,Reflect--> Behavioral Intention,Social Influence--> Behavioral Intention,Attitude--> Behavioral Intention.As for the moderating effect test,age,gender,micro-lecture teaching experience and micro-lecture familiarity had a moderating effect on part of the path of the model,and grade had no moderating effect on the path of the whole model.As for model mediation effect,there are22 mediation models in this study,and 21 significant mediation effect paths,including complete mediation,complementary partial mediation and competitive partial mediation.Combined with data analysis and interview results,this study puts forward 13 corresponding suggestions for pre-service mathematics teachers,colleges and universities,primary and secondary school and micro-lecture resource platforms,hoping to improve the acceptance of pre-service mathematics teachers to micro-lecture,promote the effectiveness of micro-lecture production,and boost the effectiveness of educational technology cultivation in normal colleges. |
