基于学生发展的中学生信息素养测评研究

发布时间：2018-05-20 06:58

本文选题：中学生 + 学生发展　；参考：《华中师范大学》2017年硕士论文

【摘要】：当前,中学生信息素养教育越来越受到重视,成为教育界关注的焦点,要了解中学生信息素养教育效果如何,明确中学生信息素养教育该如何改进,进行中学生信息素养测评是关键。2001年,我国《基础教育课程改革纲要》明确规定将信息技术课程作为中小学的必修科目,发展至今取得一定的成果,但也存在一些问题,如仍有部分学校未按照国家规定落实信息素养教育;信息技术课程重技术与知识,信息技术课程沦为计算机课程,单纯的讲授计算机操作与技术,未能完全诠释信息素养的内涵,同时与信息化社会对学生信息素养的要求相差甚远。为促进学生更好发展,适应信息化社会,对中学生信息素养进行测评,一方面引起对信息素养的重新审视,探讨在飞速发展的信息化社会和未来,我国学生应该具备什么样的信息素养;另一方面,通过测评发现问题,为信息技术课程改革提供建议,指导信息素养教育教学,实现以评促改,以评促教,提高学生的信息素养水平。论文在文献分析的基础上提出基于学生发展的中学生信息素养测评,探讨测评内容与方法;然后拟定了《中学生信息素养评价指标体系》(初稿),并通过德尔菲法进行修改和完善。接着根据《中学生信息素养评价指标体系》制定相应量表,对中学生的信息素养进行测评,并对测评结果进行分析,同时检验指标体系是否科学、合理。论文共五章。第一章绪论是本研究的基础。说明本研究的背景与意义;从测评内容和方法两个方面分别梳理信息素养测评研究现状;确定研究内容、方法以及思路。第二章基于学生发展的信息素养测评概述是制定中学生信息素养评价指标体系的理论基础。厘清信息素养相关概念,分析《基础教育信息技术课程标准(2012版)》、信息技术学科核心素养、21世纪技能等信息素养相关理论基础,并对基于学生发展的信息素养测评的内容、方法和特征进行分析和探讨。第三章中学生信息素养评价指标体系的建立是本研究的核心部分,通过德尔菲法建立了《中学生信息素养评价指标体系》。首先,根据上文分析确定评价指标体系框架;然后,初步拟定评价指标体系的指标,制定评价指标体系专家测评表,向大学教育技术学专业教师、大学学科教师以及中学信息技术教师等信息素养方面专家发送测评表,应用德尔菲法多次征求意见,直至结果趋于一致,确定最后指标,进一步完善评价指标体系。第四章中学生信息素养测评实践是本研究的实践部分。根据《中学生信息素养评价指标体系》设计相应的调查问卷,对武汉市洪山区一所学校的中学生进行初步测评,利用SPSS12对初步测评数据进行项目分析,信度分析和效度分析,根据分析结果对调查问卷进行修改、订正,通过对一个班级的学生自我测评结果与教师评价结果的对比分析,检验量表能否测出学生信息素养的真实水平。然后应用修改、订正后的调查问卷对武汉市洪山区五所学校的中学生进行正式测评,利用SPSS12对正式测评数据进行定量分析,分析各指标的得分情况、洪山区学生信息素养整体情况,以及学生信息素养发展特点,最后得到结论并提出中学生信息素养提升策略。第五章总结与展望是本研究的结尾部分。总结了本研究的主要成果,说明本研究存在的不足和需要改进的地方,并指出未来可能深入研究的方向。
[Abstract]:At present, the information literacy education of middle school students is being paid more and more attention, and it has become the focus of attention in the educational circles. To understand the effect of the information literacy education of middle school students, to clarify how to improve the information literacy education of middle school students and to evaluate the information literacy of middle school students is the key.2001 year. As a required subject of primary and secondary school, the course of operation has made some achievements, but there are still some problems. For example, some schools still have not implemented information literacy education according to the regulations of the state; the information technology course weighs technology and knowledge, the course of information technology is reduced to computer course, and the simple instruction of computer operation and technology can not be fully interpreted. The connotation of information literacy is far from the requirement of information literacy in the information society. In order to promote the students' better development, adapt to the information society and evaluate the information literacy of the middle school students, on the one hand, it causes the reexamination of information literacy, and discusses the students in our country in the rapid development of the information society and the future. On the other hand, through testing and finding problems, providing suggestions for the reform of information technology courses, guiding the teaching of information literacy education, realizing the evaluation and promoting the reform, evaluating the teaching and improving the level of students' information literacy. The paper puts forward the information literacy assessment based on the development of students based on the literature analysis, and discusses the measurement of the information literacy. The evaluation index system of middle school students' information literacy evaluation index system > (first draft) was formulated and revised and perfected by Delphy method. Then the information literacy of middle school students was evaluated according to the evaluation index system of middle school students' information literacy evaluation, and the results were analyzed, and the index system was tested. There are five chapters in this paper. The first chapter is the basis of this study. The background and significance of this study are explained. The status of information literacy evaluation and research is sorted from the two aspects of evaluation content and methods; the contents, methods and ideas of the research are determined. The information literacy assessment based on the second chapter is to formulate the information of the students' information literacy. The theoretical basis of the quality evaluation index system. To clarify the information literacy related concepts, analyze the basic education information technology curriculum standard (2012 Edition), the core literacy of the information technology, the twenty-first Century skills and other information literacy related theories, and to analyze and discuss the contents, methods and characteristics of the information literacy assessment based on the development of students. In the three chapter, the establishment of the evaluation index system of information literacy of middle school students is the core part of this study. Through the Delphi method, the evaluation index system of middle school students' information literacy is established. First, the framework of evaluation index system is determined according to the above analysis; then, the index of evaluation index system is preliminarily drawn up, and the expert evaluation form of evaluation index system is formulated. In the fourth chapter, the practice of evaluating the information literacy of middle school students is this study. Practice part. According to the questionnaire of the information literacy evaluation index system of middle school students, a preliminary evaluation of the middle school students in a school in Hongshan District of Wuhan is carried out. The preliminary evaluation data is analyzed by SPSS12, reliability analysis and validity analysis are analyzed, and the questionnaire is revised and revised according to the analysis results. The comparison between the results of the self-assessment of the students and the results of the teachers' evaluation, the test scale can detect the true level of the students' information literacy. Then, the revised questionnaire is used to make a formal assessment of the middle school students in five schools in Hongshan District of Wuhan, and the quantitative analysis of the formal evaluation data is carried out by SPSS12. The score of the index, the overall information literacy of the students in Hongshan and the characteristics of the development of students' information literacy, finally got the conclusion and put forward the strategy of improving the information literacy of the middle school students. The fifth chapter is the end part of this study. The main achievements of this study are summarized, which shows the shortcomings and the needs to be improved in this study. Fang, and points out the direction that may be further studied in the future.
【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;G633.67

【相似文献】