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信息素养是终身学习能力形成的核心要素,它在内涵上体现了信息处理能力、批判性思维、技术能力、沟通能力的综合。通过信息素养测评框架与上海学生PISA2012数字化阅读素养测评的对比分析,发现上海学生在信息素养的“整合与解释”方面表现较弱。仅把ICT资源用作社交娱乐不能提升学生的信息素养,而运用自有的ICT设备学习则能让学生信息素养显著提高。同时,信息素养与基本ICT技能密切相关,而与编程等高级ICT技能关系不大。增加学生用ICT学习的机会,增加ICT设备和资源投入,允许学生用自带设备学习,改革信息素养课程和评价内容,可使学生的信息素养得到改善。
Information literacy is the core element in the formation of lifelong learning ability, which embodies the synthesis of information processing ability, critical thinking, technical ability and communication ability. Through the comparative analysis of the information literacy evaluation framework and the PISA2012 digital reading literacy assessment of Shanghai students, it is found that the Shanghai students are weaker in the “integration and explanation” of information literacy. Using ICT resources alone as social entertainment can not improve students’ information literacy, and using their own ICT devices can lead to a significant increase in student information literacy. At the same time, information literacy is closely linked to basic ICT skills and has little to do with advanced ICT skills such as programming. Improve students ’information literacy by increasing students’ chances of learning ICTs, increasing investment in ICT equipment and resources, allowing students to use their own equipment to learn, reforming information literacy courses and evaluating content.