【作 者】：
蒋林浩，李晓兰，胡钦太
【关 键 词 】：
常态化教学； 教师教育； 智能测诊； 教育数字化； 技术接受度
【栏 目】：
学科建设与教师发展
【中文摘要】：
文章基于技术接受与统一模型、整合技术的教学法知识理论，采用定量研究方法，分析中小学教师对常态化教学画像测诊技术的使用意愿及其实际使用行为的影响因素。研究发现：（1）习惯、整合技术的教学法知识显著正向影响使用意愿和实际使用行为，享乐动机可以通过使用意愿间接作用于实际使用行为；（2）绩效期望、使用意愿直接正向影响实际使用行为，努力期望、促进条件直接负向影响实际使用行为；（3）课时工作量对习惯作用于使用意愿具有调节效应。研究建议：打破信息茧房，建立高校、企业、中小学三位一体的长效反馈机制；警惕技术异化，重视以人为本的教学情感培育；跨越技术藩篱，加强人机之间的互动交流。
【英文摘要】：
Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT2) and the Technological Pedagogical Content Knowledge (TPACK) framework, this study employs quantitative research methods to analyze the willingness of primary and secondary school teachers to use the diagnostic technology for normanized teaching portrait and the influencing factors of their actual usage behaviors. The findings indicate that habits and technological pedagogical content knowledge significantly and positively influence both behavioral intention and actual usage behavior, with hedonic motivation indirectly affecting actual usage behavior through behavioral intention. Performance expectancy and behavioral intention directly and positively influence actual usage behavior, while effort expectancy and facilitating conditions directly and negatively affect usage behavior; Instructional workload moderates the effect of habits on behavioral intention. Based on these findings, it is suggested to break the information cocoon by establishing a long-term feedback mechanism involving universities, enterprises, primary and secondary schools, to be vigilant against technological alienation and attach importance to the cultivation of people-oriented pedagogical emotions, and to transcend technological barriers to enhance human-computer interaction.