信息技术与学校教育整合的抵制力研究及启示

摘要

From the angle of force ifeld analysis theory, the process of integrating information technology with school education needs driving force and needs to reduce resistance. In addition, to some degree, reducing resistance may better help push forward integration of information technology with school education. However, for the moment, researchers in China focus more on the driving force for integration of information technology with school education, whereas researchers in countries such as European and American countries have been considering resistance of the integration as a hot spot of attention. This article attempts to sort out the research on resistance in the process of integrating information technology with school education based on the Technology Acceptance Model (TAM), and analyze the resistance in turn. According to the opinion of this article, we shall not deal with resistance in the integration process in an isolated and separated manner but shall cope with resistance from a systematic and overall angle of view. The system characteristics of schools decide to a large extent that the process of integrating information technology with school education cannot be quick. It can only be a slow process. Meanwhile, from the systematic and overall angle, internal resistance (namely the factor of teachers) plays a decisive role in the process of integrating information technology with school education. Therefore, we need to start with the willingness, ability and creativity of teachers to use information technology, so as to push forward integration of information technology with school education.%从力场分析理论来看，信息技术与学校教育的整合需获得推动力，但同时也需减少抵制力，并且从某种程度上来看，减少抵制力可能更有助于推动信息技术与学校教育的整合。但从目前来看，国内研究者较多关注的是整合的推动力，而欧美等国的研究者则一直将整合过程中的抵制力作为一个研究的热点。该文试图以技术采用模型(Technology Acceptance Model，TAM)为依据，梳理欧美等国家有关信息技术与学校教育整合过程中的抵制力研究，并逐一加以分析。该文认为，我们不能孤立地、单独地处理整合过程中的抵制力，而应从一个系统、整体的视角加以应对，学校系统的内在稳定性和倾向性在很大程度上决定了信息技术与学校教育的整合不可能是快速进行的，而只可能是缓慢推进。同时，从一个系统、整体的视角来看，内部的抵制力(即教师的因素)在信息技术与学校教育的整合过程中发挥着一个决定性的作用，因此，我们需重点从提升教师使用信息技术的意愿、能力和创造性入手，推进信息技术与学校教育的整合。