摘要

In the context of digital transformation, university teachers 'technology acceptance and teaching innovation behavior have become important factors to improve the quality of education.Based on the theory of self-efficacy, planned behavior and innovation diffusion, this paper constructs a psychological driving model with self-efficacy, organizational support, technology acceptance, innovation consciousness and teaching innovation behavior as the core, and collects 429 samples through questionnaire survey, and uses structural equation model to conduct empirical test.The results show that self-efficacy and perceived organizational support have a significant positive impact on technology acceptance, and technology acceptance not only directly promotes teaching innovation behavior, but also plays a mediating role through innovation consciousness.The research verifies the mechanism of teachers "psychological factors in technology application and teaching innovation, enriches relevant theories, and provides empirical basis and practical enlightenment for universities to optimize teacher training and support system and enhance teaching innovation ability in digital environment.