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
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摘要
探究学生信息素养背后的影响因素,是有效提升学生信息素养的关键。该文对我国东部某省X市的初中生进行问卷调查,以探究初中生信息素养水平及其影响因素。结果表明,学生信息素养处于百分制的中等水平。在信息素养影响因素的个人背景层面,性别、年级和生源地均对学生信息素养有显著影响。在信息技术行为参与层面,日均上网时长对信息素养有显著的负向影响,而使用信息技术设备的频率对信息素养无显著影响。在信息技术情感参层面,ICT自我效能、网络感知有用性和网络情感对信息素养有显著的正向影响,而ICT兴趣对于信息素养无显著影响。
Exploring the influencing factors of students' information literacy is the key to improving students' information literacy effectively. In this study, a questionnaire survey was conducted among junior middle school students in X city of eastern China to explore junior middle school students' information literacy and its influencing factors. The results show that the information literacy of the students is at the middle level. In the personal background of influencing factors of information literacy, gender, grade and home location have significant impacts on students' information literacy. At the level of information technology behavior participation, the time of surfing the Internet per day has a significant negative impact on information literacy, while the frequency of using the information technology equipment has no significant impact on information literacy. In terms of the impact of information technology emotional participation on information literacy of junior middle school students, students' ICT self-efficacy, the Internet perceived usefulness and the Internet affection have significant positive effects on the information literacy scores, and the ICT interest has no significant impact on information literacy.
Exploring the influencing factors of students' information literacy is the key to improving students' information literacy effectively. In this study, a questionnaire survey was conducted among junior middle school students in X city of eastern China to explore junior middle school students' information literacy and its influencing factors. The results show that the information literacy of the students is at the middle level. In the personal background of influencing factors of information literacy, gender, grade and home location have significant impacts on students' information literacy. At the level of information technology behavior participation, the time of surfing the Internet per day has a significant negative impact on information literacy, while the frequency of using the information technology equipment has no significant impact on information literacy. In terms of the impact of information technology emotional participation on information literacy of junior middle school students, students' ICT self-efficacy, the Internet perceived usefulness and the Internet affection have significant positive effects on the information literacy scores, and the ICT interest has no significant impact on information literacy.
引文
[1]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.
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[3]信息技术教育网.专委会基础教育信息技术课程标准(2012版)[EB/OL].http://www.ictedu.cn/Topic News.aspx?id=147,2012-05-13.
[4]朱佳.农村初中学生生物科学素养现状与提高策略研究[D].重庆:西南大学,2013.
[5]Aesaert K.,Vanderlinde R.,Tondeur J.,et al.The contribution of pupil,classroom and school level characteristics to primary school pupils’ICT competences[J].Computers&Education,2015,(87):55-69.
[6]Kim H S.,Kil H J.,Shin A.An analysis of variables affecting the ICTliteracy level of Korean elementary school students[J].Computers&Education,2014,(77):29-38.
[7]Rohatgi A.,Scherer R.,Hatlevik O E.The role of ICT self-efficacy for students’ICT use and their achievement in a computer and information literacy test[J].Computers&Education,2016,(102):103-116.
[8]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.
[9]刘向永,谢建等.农村初中学生信息素养现状的调查与分析[J].现代教育技术,2008,(8):25-28.
[10]唐一鹏,胡咏梅.国内高中生信息技术素养现状调查--基于五省调研样本的分析[J].上海教育科研,2013,(8):37-39.
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[12]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.
[13]朱莎,石映辉等.中学生信息素养水平评估工具的开发与应用研究[J].中国电化教育,2018,(8):78-85.
[14]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.
[15]Fraillon J.,Schulz W.,Friedman T.,et al.ICILS 2013 Technical Report[M].New Zealand:IEA Secretariat,2015.
[16]Tsai C C,Lin S S J,Tsai M J.Developing an Internet Attitude Scale for high school students[J].Computers&Education,2001,37(1):41-51.
[17]Hohlfeld T N,Ritzhaupt A D,Barron A E.Are gender differences in perceived and demonstrated technology literacy significant?It depends on the model[J].Educational Technology Research&Development,2013,61(4):639-663.
[18]Seo S S,Min K S,Hwang K H,Chang Y J,&Kim H S.Developing and validating ICT literacy test for elementary school students[J].Journal of Educational Technology,2009,25(5):193-220.
[19]Calvani A,Fini A,Ranieri M,et al.Are young generations in secondary school digitally competent?A study on Italian teenagers[J].Computers&Education,2012,58(2):797-807.
[20]Imhof M,Vollmeyer R,Beierlein C.Computer use and the gender gap:The issue of access,use,motivation,and performance[J].Computers in Human Behavior,2007,23(6):2823-2837.
[21]Bunz U,Curry C,Voon W.Perceived versus actual computer-emailweb fluency[J].Computers in Human Behavior,2007,23(5):2321-2344.
[22]Liao C H,Chang H S.Explore the influences to Taiwan students’information literacy with the Urban-rural differences from the perspective of globalization[J].Procedia-Social and Behavioral Sciences,2010,2(2):3866-3870.
[23]孔祥辉,公言奎.高校研究生信息素养状况及其影响因素调查研究[J].四川图书馆学报,2015,(2):56-60.
[24]Umar I N,Jalil N A.ICT Skills,Practices and barriers of its use among secondary school students[J].Procedia-Social and Behavioral Sciences,2012,(46):5672-5676.
[25]陈琼.提高小学师生信息素养的实践探索[J].中国电化教育,2009,(1):98-100.
[26]王继新,陈梅芬等.“后农远”项目的思考--对“农远工程”百校五年发展绩效研究的总结与反思[J].中国电化教育,2015,(1):51-55.
[27]Ivankovi?A,?piranec S,Miljko D.ICT Literacy among the Students of the Faculty of Philosophy,University of Mostar[J].Procedia-Social and Behavioral Sciences,2013,93(1):684-688.
[28]陈纯槿,郅庭瑾.信息技术应用对数字化阅读成绩的影响--基于国际学生评估项目的实证研究[J].开放教育研究,2016,22(4):57-70.
[29]Bovée C,Voogt J,Meelissen M.Computer attitudes of primary and secondary students in South Africa[J].Computers in Human Behavior,2007,23(4):1762-1776.
[30]Meelissen M R M,Drent M.Gender differences in computer attitudes:Does the school matter?[J].Computers in Human Behavior,2008,24(3):969-985.
[31]Siddiq F,Gochyyev P,Wilson M.Learning in Digital NetworksICT literacy:A novel assessment of students’21st century skills[J].Computers&Education,2017,(109):11-37.
[32]Hatlevik O E,Ottestad G,Throndsen I.Predictors of digital competence in 7th grade:a multilevel analysis[J].Journal of Computer Assisted Learning,2015,31(3):220-231.
[33]Bandura A.Guide for constructing self-efficacy scales[J].Selfefficacy beliefs of adolescents,2006,5(1):307-337.
[34]Heerwegh D,De Wit K,Verhoeven J C.Exploring the self-reported ICT skill levels of undergraduate science students[J].Journal of Information Technology Education:Research,2016,(15):19-47.
[35]李维明.普通高中信息技术学科教学中核心素养的培育[J].中国电化教育,2017,(5):26-29.
[36]Pamuk S,Peker D.Turkish pre-service science and mathematics teachers’computer related self-efficacies,attitudes,and the relationship between these variables[J].Computers&Education,2009,53(2):454-461.
[37]Tondeur J,Sinnaeve I,Houtte M V,et al.ICT as cultural capital:The relationship between socioeconomic status and the computer-use profile of young people[J].New Media&Society,2011,13(1):151-168.
[38]Selwyn N.The effect of using a home computer on students’educational use of IT[J].Computers&Education,1998,31(2):211-227.
[2]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.
[3]信息技术教育网.专委会基础教育信息技术课程标准(2012版)[EB/OL].http://www.ictedu.cn/Topic News.aspx?id=147,2012-05-13.
[4]朱佳.农村初中学生生物科学素养现状与提高策略研究[D].重庆:西南大学,2013.
[5]Aesaert K.,Vanderlinde R.,Tondeur J.,et al.The contribution of pupil,classroom and school level characteristics to primary school pupils’ICT competences[J].Computers&Education,2015,(87):55-69.
[6]Kim H S.,Kil H J.,Shin A.An analysis of variables affecting the ICTliteracy level of Korean elementary school students[J].Computers&Education,2014,(77):29-38.
[7]Rohatgi A.,Scherer R.,Hatlevik O E.The role of ICT self-efficacy for students’ICT use and their achievement in a computer and information literacy test[J].Computers&Education,2016,(102):103-116.
[8]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.
[9]刘向永,谢建等.农村初中学生信息素养现状的调查与分析[J].现代教育技术,2008,(8):25-28.
[10]唐一鹏,胡咏梅.国内高中生信息技术素养现状调查--基于五省调研样本的分析[J].上海教育科研,2013,(8):37-39.
[11]黄松爱,董玉琦.高中学生信息素养现状调查与分析[J].中国电化教育,2010,(8):10-13.
[12]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.
[13]朱莎,石映辉等.中学生信息素养水平评估工具的开发与应用研究[J].中国电化教育,2018,(8):78-85.
[14]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.
[15]Fraillon J.,Schulz W.,Friedman T.,et al.ICILS 2013 Technical Report[M].New Zealand:IEA Secretariat,2015.
[16]Tsai C C,Lin S S J,Tsai M J.Developing an Internet Attitude Scale for high school students[J].Computers&Education,2001,37(1):41-51.
[17]Hohlfeld T N,Ritzhaupt A D,Barron A E.Are gender differences in perceived and demonstrated technology literacy significant?It depends on the model[J].Educational Technology Research&Development,2013,61(4):639-663.
[18]Seo S S,Min K S,Hwang K H,Chang Y J,&Kim H S.Developing and validating ICT literacy test for elementary school students[J].Journal of Educational Technology,2009,25(5):193-220.
[19]Calvani A,Fini A,Ranieri M,et al.Are young generations in secondary school digitally competent?A study on Italian teenagers[J].Computers&Education,2012,58(2):797-807.
[20]Imhof M,Vollmeyer R,Beierlein C.Computer use and the gender gap:The issue of access,use,motivation,and performance[J].Computers in Human Behavior,2007,23(6):2823-2837.
[21]Bunz U,Curry C,Voon W.Perceived versus actual computer-emailweb fluency[J].Computers in Human Behavior,2007,23(5):2321-2344.
[22]Liao C H,Chang H S.Explore the influences to Taiwan students’information literacy with the Urban-rural differences from the perspective of globalization[J].Procedia-Social and Behavioral Sciences,2010,2(2):3866-3870.
[23]孔祥辉,公言奎.高校研究生信息素养状况及其影响因素调查研究[J].四川图书馆学报,2015,(2):56-60.
[24]Umar I N,Jalil N A.ICT Skills,Practices and barriers of its use among secondary school students[J].Procedia-Social and Behavioral Sciences,2012,(46):5672-5676.
[25]陈琼.提高小学师生信息素养的实践探索[J].中国电化教育,2009,(1):98-100.
[26]王继新,陈梅芬等.“后农远”项目的思考--对“农远工程”百校五年发展绩效研究的总结与反思[J].中国电化教育,2015,(1):51-55.
[27]Ivankovi?A,?piranec S,Miljko D.ICT Literacy among the Students of the Faculty of Philosophy,University of Mostar[J].Procedia-Social and Behavioral Sciences,2013,93(1):684-688.
[28]陈纯槿,郅庭瑾.信息技术应用对数字化阅读成绩的影响--基于国际学生评估项目的实证研究[J].开放教育研究,2016,22(4):57-70.
[29]Bovée C,Voogt J,Meelissen M.Computer attitudes of primary and secondary students in South Africa[J].Computers in Human Behavior,2007,23(4):1762-1776.
[30]Meelissen M R M,Drent M.Gender differences in computer attitudes:Does the school matter?[J].Computers in Human Behavior,2008,24(3):969-985.
[31]Siddiq F,Gochyyev P,Wilson M.Learning in Digital NetworksICT literacy:A novel assessment of students’21st century skills[J].Computers&Education,2017,(109):11-37.
[32]Hatlevik O E,Ottestad G,Throndsen I.Predictors of digital competence in 7th grade:a multilevel analysis[J].Journal of Computer Assisted Learning,2015,31(3):220-231.
[33]Bandura A.Guide for constructing self-efficacy scales[J].Selfefficacy beliefs of adolescents,2006,5(1):307-337.
[34]Heerwegh D,De Wit K,Verhoeven J C.Exploring the self-reported ICT skill levels of undergraduate science students[J].Journal of Information Technology Education:Research,2016,(15):19-47.
[35]李维明.普通高中信息技术学科教学中核心素养的培育[J].中国电化教育,2017,(5):26-29.
[36]Pamuk S,Peker D.Turkish pre-service science and mathematics teachers’computer related self-efficacies,attitudes,and the relationship between these variables[J].Computers&Education,2009,53(2):454-461.
[37]Tondeur J,Sinnaeve I,Houtte M V,et al.ICT as cultural capital:The relationship between socioeconomic status and the computer-use profile of young people[J].New Media&Society,2011,13(1):151-168.
[38]Selwyn N.The effect of using a home computer on students’educational use of IT[J].Computers&Education,1998,31(2):211-227.