Research On Affecting Factors Of The Normal Students’ Flipped Classroom Acceptance

Under the background of new ideas and technologies in education emerge in an endless stream, flipped classroom has gradually obtained the attention of scholars from all walks of life, great progress has been made in both theoretical research and practice. However, as an innovative teaching mode supported by information technology, the promotion of the flipped classroom is not only in its own advanced nature and superiority, also lies in the user’s attitude, it is very essential to get the acceptance of schools, teachers, students and parents. As the executor of curriculum and the guide in the students’ study, the teacher’s acceptance of the flipped classroom is a necessary condition for the development of the flipped classroom. Normal students as future teachers, are important practitioners and promoters of education reform and development, the recognition and acceptance of normal students has a direct impact on the trend of our country’s education. Therefore, the affecting factors of Normal students’ acceptance is a subject worthy of further study. This paper explores the behavioral Intention and the affecting factors of the flipped classroom from the perspective of normal students, trying to provide the basis for flipped classroom training of normal students, making the flipped classroom in the education steadily forward.In this study, first of all, through the literature research to make an overall grasp of the flipped classroom, technology acceptance theory, the information technology acceptance of teachers and students, combined with the special characteristics of the Normal students to build the normal students’ flipped classroom acceptance initial model, Six affecting factors of perception of usefulness,perception of easy to use, technology quality, social influence, self-efficacy and behavioral intention were determined, and put forward the research hypothesis. Secondly, the study makes empirical analysis, A total of 255 valid data were collected by means of a questionnaire survey, analyzes it using SPSS software, obtains the affecting factors of the normal students’ acceptance of the flipped classroom, and the relationship between affecting factors, tested and modified initial model, and puts forward the corresponding suggestions according to the conclusions of the study, in order to enhance normal students’ acceptance of the flipped classroom.The main conclusions are as follows.On the basis of previous literature research and empirical research、the modified normal students’ flipped classroom acceptance model is reasonable and effective. Behavior intention of normal students in the flipped classroom are affected by the core variables of perception of usefulness and perception of usability, but also affected by the social impact and technology quality variables.Different variables have different influences on behavioral intention, according to the regression analysis, The degree of the explanatory power of the independent variables on the behavioral intention in sorted order is perception of usefulness, social influence, technology quality and perception of easy to use. The degree of the explanatory power of the independent variables on the perception of usefulness in sorted order is social influence, self-efficacy and technology quality. Only the technology quality affected perceived ease of use. In the adjustment variables, there were significant differences in perceived ease of use in gender. There were significant differences in perceived ease of use and behavioral intention in subject.Based on the results of the study, something should be do to improve the acceptance of Normal students’ flipped classroom acceptance, such as change the teaching idea of Normal students, constructing information learning environment, improve the application ability of information technology in Normal students, encourage Normal students to participate in the activities of the flipped classroom.