中学生信息素养水平评估工具的开发与应用研究
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摘要
为了了解中学生的信息素养水平,该文基于已有的中学生信息素养评价指标体系,设计开发了用于评估中学生信息素养水平的评估工具,并通过信效度检验和难度区分度检验,证明设计的评估工具具有良好的科学性和可靠性。在此基础上,使用该评估工具在我国东部S市随机抽取多所学校开展了中学生信息素养水平评估应用研究,结果表明,中学生在"信息意识与认知"维度和"信息道德与法律"维度得分率相对较高,而在"信息科学知识"维度和"信息应用与创新"维度得分率相对较低。这一发现需引起教育工作者的重视,即在学生信息素养培养中,加强对中学生信息科学知识和信息应用能力与创新创造能力的培养。
In order to evaluate middle school students' information literacy level, the research designed and developed the Middle School Students' Information Literacy Assessment Tool based on the Evaluating Indicators System of Information Literacy for Middle School Students. The tool was proved to be scientific and effective according to the verification of reliability and validity of the scale, as well as the degree of difficulty and discrimination of the items. Then, the tool was applied to evaluate middle school students' information literacy in S city in east of China. The findings indicated that middle school students show higher level in Information Awareness and Cognition, and Information Ethics and Law, and lower level in Information Scientific Knowledge, and Information Application and Innovation. It is suggested that educators should pay more attention to the promotion of middle school students' information literacy in terms of information scientific knowledge, and abilities in information application and innovation.
In order to evaluate middle school students' information literacy level, the research designed and developed the Middle School Students' Information Literacy Assessment Tool based on the Evaluating Indicators System of Information Literacy for Middle School Students. The tool was proved to be scientific and effective according to the verification of reliability and validity of the scale, as well as the degree of difficulty and discrimination of the items. Then, the tool was applied to evaluate middle school students' information literacy in S city in east of China. The findings indicated that middle school students show higher level in Information Awareness and Cognition, and Information Ethics and Law, and lower level in Information Scientific Knowledge, and Information Application and Innovation. It is suggested that educators should pay more attention to the promotion of middle school students' information literacy in terms of information scientific knowledge, and abilities in information application and innovation.
引文
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[2]吴砥,许林等.信息时代的中小学生信息素养评价研究[J].中国电化教育,2018,(8)54-59.
[4]中华人民共和国教育部.教育部关于印发《教育信息化2.0行动计划》的通知[EB/OL].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html,2018-04-18.
[5][15]石映辉,彭常玲等.中小学生信息素养评价指标体系研究[J].中国电化教育,2018,(8):73-77.
[6]丁杰.初中学生信息素养跨国比较研究[J].中国电化教育,2013,(4):25-34.
[7]American Association of School Librarians.Standards for the 21st century learner[M].Chicago,USA:American Association of School Librarians,2007.
[8]Schloman,B.F.,Gedeon,J.A.Creating trails:Tool for real-time assessment of information literacy skills[J].Charleston Advisor,2007,17(3):43-48.
[9]Australian Curriculum,Assessment and Reporting Authority.National Assessment Program-ICT Literacy 2014:Technical Report[EB/OL].https://www.nap.edu.au/_resources/D15_10858__NAP-ICT_Technical_Report_2014_Final_051015.pdf,2018-05-20.
[10]Fraillon,J.,Ainley,J.,Schulz,W.,Friedman,T.,Gebhardt,E.Preparing for Life in a Digital Age:The IEA International Computer and Information Literacy Study International Report[R].Amsterdam:IEA,2014.
[11]唐晓玲.国际学生信息素养测评框架、方法与评价[J].图书情报工作,2015,59(15):12-19.
[12]董玉琦.农村初中学生信息素养发展策略研究[M].北京:高等教育出版社,2007.
[13]王海燕,付丽萍.西北地区中小学生信息素养现状的调查分析[J].中国电化教育,2006,(7):35-38.
[14]江玲,李宗颖.四川、重庆地区中小学生信息技术素养现状调查分析[J].电化教育研究,2006,(6):77-80.
[16]邱皓政.量化研究与统计分析:SPSS中文视窗版数据分析范例解析[M].重庆:重庆大学出版社,2009.
[17]Fornell,C.,Larcker,D.F.Evaluating Structural Equation Models with Unobservable Variables and Measurement Error[J].Journal of Marketing Research,1981,18(1):39-50.
[18]Tsai,P.S.,Hwang,G.J.,Tsai,C.C.,Hung,C.M.,Huang,I.An electronic library-based learning environment for supporting webbased problem-solving activities[J].Journal of Educational Technology&Society,2012,15(4):252-264.
[19][20][21]吴明隆.结构方程模型--AMOS的操作与应用[M].重庆:重庆大学出版社,2010.
[22][23][25]孔凡哲,王汉岭.有效学业评价基本技能与训练[M].长春:东北师范大学出版社,2011.
[24]宗阳,郑勤华等.学习分析视角下MOOCs形成性测试难度系数研究[J].远程教育杂志.2016,35(3):96-103.
[26]Ebel,R.L.Confidence weighting and test reliability 1[J].Journal of Educational Measurement,1965,2(1):49-57.
[27]程建伟,刘华山等.中小学生信息技能现状调查与对策研究[J].中国电化教育,2010,(5):102-105.