少数民族中小学生信息技术素养培养路径研究

发布时间：2018-05-03 03:17

本文选题：信息技术素养 + 少数民族　；参考：《西南大学》2016年硕士论文

【摘要】：提高少数民族地区中小学生的信息技术素养是我国教育信息化工作的重要内容。已有研究主要涉及信息技术素养的标准、影响因素及培养方式,研究对象集中于城市中小学的教师或高校学生,涉及少数民族中小学生信息技术素养的研究极少。本研究以多元文化教育理论为依据,聚焦少数民族中小学生应用信息技术的态度和意识,分析文化背景对少数民族中小学生信息技术素养形成的影响力,探讨我国少数民族中小学生信息技术素养教育的现状及引导策略。本文采用的研究方法为文献整理分析及调查法。调查了贵州黔东南及广西桂柳宁地区的11所民族中小学校,先后回收学生问卷1300份,教师问卷270份。同时,本研究从管理者、教师以及学生三个视角实施了参与式观察以及深度访。研究的主要问题包括:(1)少数民族中小学生对信息技术的态度与意识;(2)少数民族中小学生基本信息技术素养的总体特点;(3)不同年级、不同性别和不同民族背景的学生信息技术素养存在的差异;(4)描述少数民族中小学信息技术素养的培养途径,理清学校在其中扮演着的角色;(5)厘清少数民族中小学生信息技术素养培养的影响因素。研究发现:首先,少数民族中小学生在信息技术的意识、态度方面与汉族中小学生存在差异。其次,少数民族中小学生对信息技术的认识水平较低,其就读学校的信息技术课程开课率不足,教师在课堂上应用信息技术的效率较低。第三,少数民族中小学生近三年来拥有智能手机的比率持续增加,学生对手机的依赖程度较高,学校的管理与引导措施未能有效跟进,部分学生有手机游戏沉迷的倾向。总体而言,尽管民族地区中小学“硬件”普及速度较快,但作为信息技术素养培养主要途径的信息技术课程在民族地区未受到应有的重视,专职教师缺乏、学科教师信息技术素养不高是重要的影响因素。本研究基于多元文化教育视角,从三个方面提出提升少数民族中小学生信息技术素养的策略:第一,加快少数民族地区学校信息技术环境建设,着力于“硬件、软件、潜件”三位一体,强化“潜件”视域下教育信息化的领导力。第二,沟通新媒体、民族文化保护与学校教育。鼓励少数民族中小学生将信息技术应用于民族文化保护,并基于社区文化与“数字校园”的联结,加强家庭、社区与学校之间的协作。第三,将信息技术融于双语教学。为少数民族中小学生扫除信息技术应用中的语言障碍,通过多种方式进行双语教学,提高学生的语言能力以及理解他文化的能力。
[Abstract]:Improving the information technology literacy of primary and middle school students in minority areas is an important part of education informatization in China. The existing research mainly involves the standards of information technology literacy, influencing factors and training methods. The research object is focused on teachers or college students in primary and secondary schools in cities, and the research on information technology literacy of minority primary and middle school students is rare. Based on the theory of multicultural education, this study focuses on the attitude and awareness of the application of information technology among ethnic minority primary and middle school students, and analyzes the influence of cultural background on the formation of information technology literacy of minority primary and secondary school students. This paper discusses the present situation and guiding strategy of information technology literacy education for minority students in primary and middle schools. The research method used in this paper is literature collation, analysis and investigation. A total of 11 primary and secondary schools for ethnic minorities in the southeast of Guizhou and Guangxi were investigated. 1300 questionnaires were collected from students and 270 questionnaires were collected from teachers. At the same time, the study conducted participatory observation and in-depth interviews from three perspectives: manager, teacher and student. The main problems of the study include: (1) attitude and awareness of information technology among primary and middle school students of ethnic minorities; (2) the general characteristics of basic information technology literacy of primary and middle school students of ethnic minorities / 3) different grades. The difference of information technology literacy of students with different gender and different ethnic background (4) describes the ways to cultivate information technology literacy in primary and secondary schools of ethnic minorities. Clarify the role that schools play in it) clarify the factors affecting the cultivation of information technology literacy of minority primary and middle school students. First of all, there are differences in the awareness and attitude of information technology between minority primary and middle school students and Han primary and middle school students. Secondly, the level of understanding of information technology is low, the rate of information technology curriculum opening is insufficient, and the efficiency of teachers applying information technology in the classroom is low. Third, the proportion of minority primary and middle school students owning smart phone has been increasing in the past three years, the degree of students' dependence on mobile phone is high, the school management and guidance measures have not been followed up effectively, and some students have the tendency to indulge in mobile games. Overall, although the speed of "hardware" popularization in primary and secondary schools in ethnic minority areas is relatively fast, the information technology curriculum, which is the main way to cultivate information technology literacy, has not received due attention in minority areas, and there is a lack of full-time teachers. The low information technology literacy of subject teachers is an important influencing factor. Based on the perspective of multicultural education, this study puts forward the strategies of improving the information technology literacy of minority primary and middle school students from three aspects: first, speeding up the construction of school information technology environment in minority areas, focusing on "hardware, software," Latent parts "trinity", strengthen the "latent parts" under the field of education information leadership. Second, the communication new media, the national culture protection and the school education. To encourage ethnic minority primary and middle school students to apply information technology to the protection of national culture, and to strengthen the cooperation between family, community and school based on the link between community culture and "digital campus". Third, integrate information technology into bilingual teaching. To remove the language barriers in the application of information technology for minority students in primary and secondary schools, bilingual teaching is carried out in various ways to improve the students' language ability and their ability to understand other cultures.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.67

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