乡村学生信息素养的影响机制探究

宋宇; 刘芷楠; 邝艺敏; 贾朝良; 梁秋淼

乡村学生信息素养的影响机制探究

1. 华南师范大学教育科学学院, 广州 510631;
2. 华东师范大学课程与教学研究所, 上海 200062

详细信息

中图分类号: G434
计量
- 文章访问数: 269
- HTML全文浏览量: 53
- PDF下载量: 15
- 被引次数: 0
出版历程
- 收稿日期: 2022-03-11
- 网络出版日期: 2022-12-29

The Influence Mechanism of Students' Information Literacy in Rural Areas

摘要

摘要: 利用信息化手段扩大优质教育资源覆盖面是实现乡村教育高质量发展的重要突破口。为了更好地发挥信息技术的作用，提升乡村学生信息素养是关键。为探析乡村学生信息素养的现状及影响机制，本研究选取了我国南部某省26558名义务教育阶段的乡村学生、453名乡村信息技术教师和3096名学生家长进行问卷调查，运用中介效应分析方法构建乡村学生信息素养影响因素模型，采用关系网分析方法探究各影响因素以及与信息素养之间的交互作用机制。研究发现，乡村学生信息素养水平整体偏低，学生信息技术学习动机不足，对信息技术价值认识薄弱是乡村学生信息素养水平偏低的关键制约因素。此外，教师信息技术水平低和信息化设备使用难的问题也是制约学生信息素养的重要因素。提高乡村学生信息素养应着力从以下三方面入手：增强信息技术服务支持，提高设备使用效能；增强教师培训实践效用，发挥优秀教师示范带动作用；优化信息技术教学内容，提高信息素养培育成效。
- 信息素养 /
- 影响机制 /
- 中介效应 /
- 乡村学生
Abstract: Using information technology to expand the coverage of good education resources is an important breakthrough to realize the high-quality development of rural education. Improving the information literacy of rural students is the key to better play the role of information technology. In order to explore the current situation and influence mechanism of rural students' information literacy, this study selected 26558 rural students of compulsory education, 453 rural information technology teachers and 3096 parents from a province in south China for questionnaire survey, Using the mediating effect analysis method to construct the influencing factor model of rural students' information literacy and the network analysis method was used to explore the interaction mechanism between the influencing factors and information literacy. The results show a low level of rural students' information literacy and insufficient motivation for learning information technology. The weak understanding of the value of information technology mainly limits the improvement of rural students' information literacy. Besides, teachers' low level of information technology and difficulties in using information equipment are constraints to students' information literacy. To improve the information literacy of rural students, efforts should be made in the following three aspects:enhance information technology service support and improve the using efficiency of equipment, enhance the practical efficiency of teacher training and give full play to the exemplary and leading role of excellent teachers, optimize the teaching content of information technology, and improve the cultivation effect of information literacy.
- Information literacy /
- Influence mechanism /
- Mediating effect /
- Rural students

HTML全文

参考文献(27)

[1]	ZURKOWSKI P G. The information service environment relationships and priorities[M]. Washington, DC:National Commission on Libraries and Information Science, 1974:6.
[2]	European Parliament and the Council of the European Union. Recommendation of the European parliament and of the council of 18 December 2006 on key competences for lifelong learning[EB/OL]. (2006-12-30)[2021-12-01]. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF.
[3]	ACRL. Framework for information literacy for higher education[EB/OL]. (2015-02-09)[2021-04-18]. http://www.ala.org/acrl/standards/ilframework.
[4]	祝智庭, 顾小清. 信息素养:信息技术教育的核心[J]. 中小学信息技术教育, 2002(1):37-41.
[5]	李克东. 教育技术研究方法[M]. 北京:北京师范大学出版社, 2003.
[6]	钟志贤. 面向终身学习:信息素养的内涵、演进与标准[J]. 中国远程教育, 2013(8):21-29.
[7]	DOYLE C S. Outcome measures for information literacy within the national education goals of 1990 final report to national forum on literacy[J]. Summary of findings, 1992:1-18.
[8]	LIMBER L, SUNDIN O, TALJA S. There theroretical perspectives on information literacy[J]. Human IT:Journal for information techology studier as a human science, 2012, 11(2), 91-128.
[9]	张倩苇. 信息素养与信息素养教育[J]. 电化教育研究, 2001(2):9-14.
[10]	桑新民. 步入新时代的学习理论与实践[M]. 北京:中央广播电视大学出版社, 2000.
[11]	罗玛, 王祖浩. 基于ISM与AHP的学生信息素养影响因素研究[J]. 中国电化教育, 2018(4):5-11.
[12]	蒋龙艳, 吴砥, 朱莎, 等. 中学生信息技术应用与信息素养水平的关系探究:基于潜在剖面分析[J]. 中国电化教育, 2019(12):95-101.
[13]	USHER E L, PAJARES F. Sources of self-efficacy in school:critical review of the literature and future directions[J]. Review of educational research, 2008, 78(4), 751-796.
[14]	TONDEUR J, SINNAEVE I, VAN HOUTTE M, et al. ICT as cultural capital:the relationship between socioeconomic status and the computer-use profile of young people[J]. New media & society, 2010, 13(1), 151-168.
[15]	林万新. 河北省农村中小学教育信息化发展状况的分析与思考[J]. 中国电化教育, 2010(3):43-46.
[16]	散国伟, 余丽芹, 梁伟维, 等. 中学生信息素养的多层影响因素及提升策略研究[J]. 中国电化教育, 2018, 379(8):91-98.
[17]	吴军其, 罗攀, 沈红云. 中小学教师信息技术能力培训策略研究综述[J]. 电化教育研究, 2016, 37(1):123-128.
[18]	覃丽君. 中学生计算机与信息素养形成与发展的影响因素研究——以2013计算机与信息素养国际测评为例[J]. 中国电化教育, 2015(3):56-62.
[19]	KIM H S, KIL H J, SHIN A. An analysis of variables affecting the ICT literacy level of Korean elementary school students[J]. Computers & education, 2014(77):29-38.
[20]	VEKIRI I. Socioeconomic differences in elementary students' ICT beliefs and out-of-school experiences[J]. Computers & education, 2010, 54(4):941-950.
[21]	吴明隆. 结构方程模型:Amos实务进阶[M]. 重庆:重庆大学出版社, 2013:86.
[22]	廖敏秀. 利用ARCS动机模型提升信息素养学习动机的策略研究[J]. 图书情报工作, 2016, 60(20):46-51.
[23]	刘丽虹, 张积家. 动机的自我决定理论及其应用[J]. 华南师范大学学报(社会科学版), 2010(4):53-59.
[24]	张卉芳. 加强信息技术培训提升教师育人水平[J]. 中国教育技术装备, 2012(11):108-109.
[25]	刘金鹏, 孙祯祥. 民办学校教师信息技术培训现状及对策研究——以浙江省义乌市私立群星学校为例[J]. 现代教育技术, 2007(6):25-28.
[26]	王洋, 黄丽娟, 付强. 对农村中学教师信息技术培训的思考[J]. 教育信息化, 2004(8):35-36.
[27]	杨浩, 韦怡彤, 石映辉, 等. 中学生信息素养水平及其影响因素研究——基于学生个体的视角[J]. 中国电化教育, 2018(8):94-99.