基于布卢姆教育目标分类理论的信息素质教育游戏模型设计

发布时间：2018-05-30 20:06

本文选题：信息素质教育游戏 + 布卢姆分类法　；参考：《华中师范大学》2017年硕士论文

【摘要】：在全球信息化的今天,信息素质已经成为人们研究、学习以及日常生活的必备条件,信息素质教育的重要性也日益凸显。2000年发布的美国《高等教育信息素质能力标准》[1]已经成为了世界各国和地区开展信息素质教育的事实标准,被广泛用于指导各种类型的信息素质教育。同时,为了寓教于乐,人们运用游戏开展信息素质教育,这方面的研究已经有了一些成果。2015年,美国大学与研究图书馆协会(Association of College and Research Libraries,以下简称 ACRL)颁布了最新版高等学校信息素质教育的指导文件——美国《高等教育信息素质框架》[2](下称《框架》)。要想将《框架》应用于信息素质教育游戏以及其他形式的信息素质教育,对《框架》的解读是关键。布卢姆教育目标分类学(下称“分类法”)被广泛用于指导学科教学,且已发展成熟。本文运用其最新的修订版对《框架》加以解读,并根据解读结果构建信息素质教育游戏模型,并对模型加以检验,希望形成的模型能够用于指导信息素质教育及信息素质教育游戏的设计与开发。本文的主要内容包括:第一章为绪论,概述本文的研究背景和意义,探讨国内外关于《框架》、信息素质教育模型、教育游戏模型、信息素质教育游戏模型的研究现状,并阐述了研究内容、研究方法及创新点。第二章分析了《框架》的理论基础、主体内容、优越性以及局限性。该章节为后期模型的设计起了一定的铺垫作用。第三章详释了布卢姆教育目标分类理论的相关内容,包括目标的结构性,层次性,分类法的优越性,分类表两个维度的具体内容,以及分类表的结构特点。第四章在对《框架》和分类法详细分析的基础上,从《框架》中提取出了三个层次的目标,赋予每个层次中的目标以目标类型,并构建了信息素质教育目标类型分布图,以反映《框架》中各个层次目标的目标类型分布状况。在信息素质教育目标类型分布图的基础上,结合《标准》和现有的信息素质教育游戏模型,构建了新的信息素质教育游戏模型。第五章依据所构建的信息素质教育游戏模型,利用Flash开发了一款名为《宠物诊所》的小游戏。第六章招募学生进行游戏测试。测试结果各项数据都表明该游戏有较好的游戏体验和学习效果,同时验证了本文所构建信息素质教育游戏模型的科学性和有效性。第七章总结了本文的研究工作和不足之处,同时对未来的研究工作予以展望。
[Abstract]:In today's global information age, information literacy has become an essential condition for people to study, learn and live in a daily life. The importance of information literacy education is also becoming more and more prominent. The American Standard for Information Literacy in higher Education [1] issued in 2000 has become the de facto standard for the development of information literacy education in all countries and regions of the world. It is widely used to guide all kinds of information literacy education. At the same time, in order to teach and enjoy, people use games to carry out information literacy education, and some results have been achieved in this field. The Association of American Universities and Research Libraries Association (ACRL) issued the latest edition of the guiding document of Information Literacy Education in Colleges and Universities [2] (hereinafter referred to as "Framework"). In order to apply the frame to the information literacy education games and other forms of information literacy education, the interpretation of the framework is the key. Bloom's educational objective taxonomy (hereafter referred to as "classification") is widely used to guide subject teaching, and has been developed. This paper uses its latest revised edition to interpret the framework, and constructs the game model of information literacy education according to the results of the interpretation, and tests the model. It is hoped that the model can be used to guide the design and development of information literacy education and information literacy education games. The main contents of this paper are as follows: the first chapter is the introduction, which summarizes the research background and significance of this paper, and discusses the current research situation of the framework, the information literacy education model, the educational game model and the information literacy education game model at home and abroad. And elaborated the research content, the research method and the innovation point. The second chapter analyzes the theoretical basis, main content, advantages and limitations of the Framework. This chapter plays a role in the design of the later model. The third chapter explains the relevant contents of Bloom's educational goal classification theory, including the structure, hierarchy, superiority of classification, the specific contents of two dimensions of classification table, and the structural characteristics of classification table. On the basis of detailed analysis of Framework and Classification, the fourth chapter extracts three levels of goals from Framework, endows them with target types in each level, and constructs the distribution map of target types in information literacy education. To reflect the distribution of target types at all levels of the Framework. A new game model of information literacy education is constructed on the basis of the distribution map of the target types of information literacy education and the combination of "Standard" and the existing game model of information literacy education. In the fifth chapter, according to the game model of information literacy education, a small game named "Pet Clinic" is developed by using Flash. Chapter six recruits students for game testing. The test results show that the game has better experience and learning effect, and it also verifies the scientificity and validity of the information quality education game model constructed in this paper. The seventh chapter summarizes the research work and shortcomings of this paper, at the same time the future research work is prospected.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G252.7

【参考文献】