虚拟现实技术（VR）正在成为一种高效的，具有潜在变革意义的教学工具，这一创新教学技术的运用需要教师的接受和传播。职前教师作为教师的后备军和人才库，他们对VR的接受和使用将会持续影响未来VR在课堂上的引入和布局。但是，目前职前教师对虚拟现实技术的接受和使用还进展缓慢，并且在地区之间存在数字鸿沟的第二层“使用沟”的差距。因此，本研究借助技术接受与使用统一理论2(UTAUT2)为理论框架，在西昌民族幼专和北京师范大学开展了两项虚拟现实培训和干预的实验，旨在通过短期干预和培训的方式有效提高两地职前教师对虚拟现实技术的接受和使用，并具体对比不同干预方式所产生的效果差异，以及在干预后，两地职前教师对VR的技术接受差异。实验干预后进行了半结构化访谈，两地的职前教师分别从学生和教师的双重视角报告了虚拟现实在教育中的前景和障碍。结果显示，在实验干预后，凉山和北京的职前教师在努力预期（EE）、享乐动机（HM）、价格价值（PV）、使用意愿（BI）都显著的提高了，证明了本研究干预的有效性和稳定性。但当涉及到社会影响（SI）、便利条件（FC）、和习惯（H）这几个变量时，在干预前后，两地的结果都几乎保持不变。这可能是因为这些变量代表的是相对稳定的状态，以及长期积累和促成的结果，因此不可能在短时间内通过一次干预就发生显著的变化，未来需要收集纵向数据进行长期效果的检验。2D观看的方式比VR观看的方式，更能够显著提高职前教师对VR的使用意愿，这可能是因为2D观看的方式可以对新技术进行一个知识的过渡和介绍，完成“心理上的缓冲”、明确信息提取的方向和减轻VR使用时产生的认知负荷。2D观看作为旧媒介在一定程度上补偿了VR作为新媒介的不足和缺陷。VR交互的方式比VR观看的方式更能够让参与者感受到VR的有用性和易用性，引发更强的使用意愿。这可能是由于VR交互的方式给予了参与者VR控制器（即手柄），让参与者在跟虚拟世界互动中感受到了更多的控制感、安全感、存在感和互动的体验。并且VR交互的方式不仅刺激了参与者的视觉和听觉，还调动了他们的触觉和动感，诱导和占用了更多的注意力资源，让他们在VR体验的过程中接收更少来自晕屏症的影响，从而产生更良好的使用体验和更强的使用意愿。在干预后，北京的职前教师在社会影响（SI）、享乐动机（HM）、使用意图（BI）上都要显著的高于凉山的职前教师。这可能是因为在社会影响（SI）上，北京的职前教师处于全国的经济教育中心，相较于地处封闭、来自少数民族地区的凉山职前教师，北京的职前教师具有更强的环境敏感度和竞争性意识，因此也更容易感知身边重要的人对自己的影响、引导、和规范。在享乐动机（HM）上，凉山的职前教师对VR的认知还处在莱文森所描述的“玩具”阶段，其主要用途是满足学生的好奇心和娱乐心理，而北京的职前教师对VR的认知已经逐渐在超越“玩具”阶段，过渡到“工具”阶段，他们希望VR是一面镜子，是能帮助自己反映现实、揭示现实，甚至是再现现实的工具。在使用意愿上，影响凉山职前教师VR使用意愿的因素是价格价值（PV）。在访谈中，凉山的职前教师质疑了学校搭建和维持VR设备所需的财务可行性，这可能影响了他们产生较强的使用意愿。相较之下，影响北京职前教师对VR的使用意愿的因素是绩效预期（PE），北京的职前教师对VR在教育教学中的应用优势进行了多维度的肯定，因此可以得知在体验后，北京的职前教师感受到了VR较强的实用价值，因此也愿意在今后的教学实践中产生持续的使用意愿。影响因素的不同可能从另一个侧面揭示了数字鸿沟的存在。最后汇报了本研究的启示与建议，研究局限与未来展望。

Virtual Reality (VR) is emerging as an innovative and potentially transformative tool for teaching and learning. The successful implementation of this innovative instructional technology presupposes teachers’ acceptance and diffusion. And pre-service teachers, as the teacher talent pool, their beliefs and acceptance of VR determine if and how they use it in the future classroom. However, the acceptance and use of virtual reality by teachers is still progressing slowly, and there is a second-level "use gap" in the digital divide between regions. Therefore, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) as the theoretical framework, this study designed two virtual reality training and intervention experiment for pre-service teachers in Xichang Minzu Preschool Normal College and Beijing Normal University. The purpose of this training is to effectively improve the acceptance and use of virtual reality by pre-service teachers in the two places, and compare the differences in the effects of different intervention methods, the differences in the influencing factors of behavior intention in the two places, and after the intervention, the differences of acceptance of virtual reality by pre-service teachers in the two places.Semi-structured interviews were conducted after the experimental intervention, and pre-service teachers in the two places reported the prospects and obstacles of virtual reality in education from the dual perspectives of students and teachers.The results show that after the experimental intervention, the pre-service teachers in Liangshan and Beijing have significantly improved in Effort Expectancy (EE), Hedonic Motivation (HM), Price Value (PV), and Behavior Intention (BI), which proves the effectiveness and stability of the intervention in this study. But when it comes to the variables of Social Influence (SI), Facilitating conditions(FC), and Habit (H), the results remain almost the same in both places before and after the intervention. This may be because these variables represent a relatively stable state and the result of long-term accumulation and promotion, so it is impossible to significantly change through a single intervention in a short period of time. In the future, longitudinal data need to be collected for long-term effect testing.Compared with VR viewing, the way of 2D viewing can significantly improve the behavior intention of pre-service teachers to use VR. This may be because 2D viewing can provide a knowledge transition and introduction to new technologies and complete "psychological buffering". Clarify the direction of information extraction and reduce the cognitive load generated when using VR. 2D viewing as an old medium compensates to a certain extent for the deficiencies and defects of VR as a new medium. The way of VR interaction can make participants feel the usefulness and ease of use of VR better than the way of VR viewing , and trigger a stronger willingness to use it. This may be due to the fact that the way of VR interaction gives participants VR controllers (that is, handles), so that participants feel more control, security, presence and interactive experience when interacting with the virtual world. And the way of VR interaction not only stimulates the participants' vision and hearing, but also mobilizes their sense of touch and motion, inducing and occupying more attention resources, so that they receive less input from cybersickness during the VR experience, resulting in a better user experience and a stronger willingness to use.After the intervention, the pre-service teachers in Beijing were significantly higher than Liangshan in terms of Social Influence (SI), Hedonic Motivation (HM), and Behavior Intention (BI). In terms of Social Influence (SI), the pre-service teachers in Beijing are located in the economic education center of the country. Compared with the pre-service teachers in Liangshan, which is located in a closed and ethnic minority area, the pre-service teachers in Beijing have stronger environmental sensitivity and competitiveness. Consciousness, so it is easier to perceive the influence, guidance, and norms of important people around you. In terms of Hedonic Motivation (HM), Liangshan’s pre-service teachers’ understanding of VR is still at the stage of “toys” described by Levinson. Its main purpose is to satisfy the students’ curiosity and entertainment psychology, while Beijing’s pre-service teachers' understanding of VR has gradually surpassed the "toy"stage and transitioned to the "tool" stage. They hope that VR is a mirror, a tool that can help them reflect reality, reveal reality, and even reproduce reality.In terms of Behavior Intention (BI), the factor that affects the behavior intention of pre-service teachers in Liangshan is Price Value (PV). During the interview, pre-service teachers in Liangshan questioned the financial feasibility of building and maintaining VR equipment in schools, which may have influenced their strong willingness to use it. In contrast, the factor that affects the behavior intention of pre-service teachers in Beijing to use VR is Performance Expectation (PE). In the interview, interviewees in Beijing affirmed the application advantages of VR in education and teaching in multiple dimensions, so we can know that after the experience, the pre-service teachers in Beijing feel the strong practical value of VR, so they are willing to continue to use it in future teaching practice. The difference in influencing factors may reveal the existence of the digital divide from another aspect.Finally, the enlightenment and suggestions of this study, research limitations and future prospects are reported.