Research On The Design Thinking Ability Of Primary And Secondary School Teachers Based On Smart Classroo

At present,the intelligent classroom system has entered the classroom and been widely used.The effect of application is affected by the ability of teachers’ information technology and curriculum integration.The previous research found that the integration of teachers’ information technology and curriculum not only has external obstacles such as organizational support,hardware support,training and internal obstacles such as teachers’ beliefs,but also is affected by teachers’ design thinking ability.In order to investigate the application of smart classroom system and curriculum integration,this study explores the key factors and influencing relationship of teachers’ design thinking ability in Q smart classroom experimental area.Firstly,based on the existing domestic and foreign literature on smart classroom teaching,teachers’ design thinking ability and its influencing factors,this study puts forward the main factors affecting the design thinking ability of primary and secondary school smart classroom teachers with reference to the three-tier barrier model.Secondly,according to the relationship between various factors,taking the three obstacles of information technology and curriculum integration as the research framework,this paper constructs the influencing factor model of primary and secondary school smart classroom teachers’ design thinking ability,and puts forward 12 model hypotheses.Thirdly,on the basis of referring to the existing mature scale,the measurement dimension is formulated,the questionnaire affecting the design thinking ability of primary and secondary school smart classroom teachers is designed and compiled,and the teachers in Q smart classroom experimental area are selected to fill in the questionnaire.Finally,1027 valid questionnaires are recovered.Finally,spss22 0 software for statistical analysis of sample data,using amos22 0 software tests the correctness and rationality of the theoretical model and model assumptions,and obtains the final model and hypothesis test results.The results show that:(1)self-efficacy,willingness to use and constructivist teaching beliefs have a direct positive impact on Teachers’ design thinking;(2)Technical support has a significant impact on self-efficacy,and indirectly affects teachers’ design thinking ability through self-efficacy;(3)Social support has a direct and significant impact on constructivist teaching beliefs,and social support indirectly affects teachers’ design thinking ability through constructivist teaching beliefs;(4)Both technical support and social support have a significant positive impact on Teachers’ perceived usefulness and perceived ease of use,and perceived ease of use has a significant impact on use intention.The external factors of this path(technical support and social support)indirectly affect teachers’ design thinking ability through intermediary factors(perceived usefulness,perceived ease of use and use intention);(5)Teachers of different grades have a significant moderating effect on the influencing factors of technology use intention on Teachers’ design thinking ability;(6)Teachers of different teaching ages play a significant regulatory role in the path of influencing factors of Constructivist Teaching Thinking on Teachers’ design thinking ability.In order to improve the design thinking ability of smart teachers in primary and secondary schools,this study puts forward the following suggestions: pay attention to the age differences of teachers and the grade differences taught,provide practical and effective technology use training courses for teachers,create a smart education atmosphere,create a new learning concept of promoting smart education in the whole society,create conditions for teachers’ application of technology teaching from outside to inside,and lead the improvement of teachers’ design thinking ability.