数据驱动县域高中教师决策效能优化路径探究——基于技术接受模型

Research on the Optimization Path of County Senior High School Teachers’ Data-Driven Decision-Making Effectiveness—Based on Technology Acceptance Model

摘要: 在教育数智化场景不断普及的背景下，数据驱动教学决策成为提升教学精准度与育人效能的关键路径。然而，当前县域高中教师在数据挖掘、质量甄别与教学应用方面仍面临现实困境，难以将教育数据有效转化为科学决策依据。基于此，本文以县域高中教师决策实践为研究对象，运用文献研究法和现状分析相结合的办法，系统剖析其数据驱动决策的现实瓶颈与深层成因，引入技术接受模型(TAM)，从“感知有用性”与“感知易用性”两个核心维度分析教师的技术接受意愿，并从素养提升、资源整合、机制优化三个方面构建优化路径，同时讨论了数据驱动决策的潜在风险与伦理规制分析，以期为县域高中提升教师教学决策科学化水平、推动教育数字化落地提供参考。

Abstract: With the popularization of educational digitalization, data-driven instructional decision-making has emerged as a key path for enhancing precision teaching and educational effectiveness. However, teachers from county-level senior high schools face obstacles in data mining, data quality screening and pedagogical implementation, failing to convert educational data into evidence-based decision-making. Taking teachers’ decision-making practice as the research object, this paper adopts literature review and current situation analysis to explore practical constraints and underlying causes of data-driven decision-making. Based on the Technology Acceptance Model (TAM), it analyzes teachers’ adoption intention from perceived usefulness and perceived ease of use, constructs optimization paths covering data literacy cultivation, resource integration and institutional optimization, and discusses relevant potential risks and ethical norms. The findings provide references to promote the scientific quality of teachers’ instructional decision-making and implement educational digitalization in county-level senior high schools.