军队院校本科生信息素养标准研究
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摘要
信息技术的迅速发展并广泛地运用于军事斗争领域,由此引发的武器装备、作战样式、指挥体系、人才培养等一系列新军事变革波及全球。信息素养成为这场新军事革命的核心,在信息化战争中起着决定性的作用。研究如何培养掌握丰富的信息知识、能准确操纵数字化武器装备、具有信息决策与控制能力的信息化人才日益成为世界各国教育界乃至社会各界关注的重大理论与实践课题。军队院校本科生作为21世纪的高级新型军事人才,尤其要增强建设信息化军队、打赢信息化战争的能力。因此,研究制定适合军队院校本科生的信息素养标准,用标准化的办法保障军队院校信息化工程的规范化建设,提高信息化战争条件下军事人才的信息素养,从而提高部队的战斗力具有十分重要的意义。
本论文借助文献研究、问卷调查、专家咨询、统计分析等方法,对军校本科生信息素养标准的相关问题进行研究。
考察信息素养标准的历史缘起和演化过程,按照时代发展的顺序,将国内外对信息素养理论及标准研究的发展历程划分为“信息素养研究的萌芽”、“信息素养研究的发展”、“信息素养研究的热潮”三个阶段,对信息素养研究的发展脉络进行了梳理与分析。通过对“信息素养”、“信息能力”、“媒体素养”、“计算机素养”等相关概念的辨析,廓清了信息素养的内涵。
继承国内外己有研究成果,借鉴“信息素养目标——过程结构”理论,将中西方对信息素养内涵的认识统一起来,将信息素养应达到的目标和具体实现的途径有机地联结起来,明确《军队院校本科生信息素养标准》基本框架。使《标准》既符合中国人的思维习惯,又纳入西方人的具体可操作性,丰富和发展了信息素养标准理论研究的思路。
依据方向性、科学性、完备性、可行性原则,构建《军队院校本科生信息素养标准》(初稿)。采用德尔菲专家咨询法,对专家进行两轮问卷咨询,根据专家反馈的情况,对《标准》进行了修订和完善,形成《军队院校本科生信息素养标准》。标准体系包括5个维度,17个绩效指标和45个指标描述。5个维度分别是:信息意识、信息知识、信息技能、信息道德、信息安全。信息意识下设3个绩效指标:信息认知、信息情感、信息行为倾向;信息知识下设2个绩效指标:信息理论、信息实践;信息技能下设6个绩效指标:信息需求确定、信息检索、信息获取、信息利用及交流、信息重组及创造、信息评价;信息道德下设2个绩效指标:信息伦理及法律、知识产权;信息安全下设4个绩效指标:安全保密意识、安全保密知识、安全保密技术与方法、安全保密法规与管理。
建立了科学的、合理的信息素养测量工具——“军队院校本科生信息素养调查问卷”,并对问卷进行了项目分析、因素分析与信度分析。考察军校本科生信息素养现状与存在的问题,从“信息意识”、“信息知识”、“信息技能”、“信息道德”、“信息安全”五个方面作了描述性统计分析;按照“性别”、“军种”、“专业”、“高中就读学校”进行了差异性统计分析,从不同角度全面的展现军校本科生信息素养现状。认为影响军校本科生信息素养的因素主要在于四个方面:①课程结构单一、内容体系不完备;②重视知识与技能教育,淡薄意识与道德教育;③教师自身信息素养水平不高,缺乏激励示范作用;④学校信息化环境没有为学生创设良好的信息氛围。为标准的有效实施提供现实依据。
将系统工程的思想引入信息素养标准的实施当中,优化了标准实施的流程。从加强军队院校的统筹规划和协调管理——构建学校的信息素养能力评估指标体系——更新信息技术课程内容——实施多元教学评价诸方面的分析视角和途径,提出了《标准》实施的建议与对策。确立统筹规划和协调管理的观念,注重加强对部队院校全面建设的统一领导、统一规划和统一组织,将加强信息资源建设、打造信息网络平台与培养信息人才有机结合,实现了从教育到管理,从硬件到软件的整体联动、全面提升。创造性地提出了“三层次一体化”信息素养教育培养模式,将军校本科生信息素养的培养划分为通识信息技能、专业信息技能、创新信息技能三个层次,分阶段,有重点的实施信息素养教育。通过“信息理论与实践系列课程”、“任务驱动式教学”、“信息技术与专业课程整合”、“多渠道渗透”等途径,实现对军校本科生的信息意识、信息知识、信息技能、信息道德、信息安全的综合提升和协调发展。
总之,本研究首次提出军事教育技术标准问题,填补了国内研究领域的空白,扩大了标准的内涵。初步构建《军队院校本科生信息素养标准》,对军队院校本科生信息素养现状进行了调查分析。在此基础上,提出了《标准》实施的对策和建议。
The rapid development of information technology and widely used in the field of military combat, result the weaponry, execute style, command system, personnel training and a series of new military reform affected the whole world. Information Literacy become the core of the new military revolution, plays a decisive role in the information war. Research on how to cultivate information-based talents with wealth of information knowledge, accurate manipulation of digital weapons and equipment, information control and decision-making ability, are increasingly becoming the major theoretical and practical issues, not only in the educational circles but also in all strata of the society. Undergraduate in military academies, as the 21st century senior new military Talents, in particular, to strengthen ability of building the information military and winning the information war. Therefore, it is of great significance to study and formulate information literacy standards suitable for the undergraduate in military academies, to ensure the standardized construction of military academies with standardization method, improve military talents' information literacy under the conditions of information war, which raise the army's combat strength.
In this paper, we research on undergraduate in military academies information literacy standards and related issues with documentary research method, questionnaire survey method, Delphi method and statistical analysis method.
To inspect historical origin and evolutionary process about Information Literacy Standards, according to the order of the times, classified research on information literacy at home and abroad as three stages,“sprouting of information literacy”,“development of information literacy”and“upsurge of information literacy”. Reviewed and analyzed the developing trend of information literacy research. Dissection of the content of information literacy through analysis of the related concepts, such as“information literacy”,“information capacity”,“media literacy”,“computer literacy”.
On succeed of research results at home and abroad, refer to the“goal-process structure theory of information literacy”, we banded the goal should reach and ways to achieve together in information literacy organically, building basic framework of“military academies undergraduate Information Literacy Competency Standards”. To make“standard”in line with the thinking habits of the Chinese people, and absorb concrete workability of westerners view, enrich and develop theoretical research ideas of information literacy standards.
According to principles of directionality, scientific, completeness and feasibility, we establish the“military academies undergraduate Information Literacy Competency Standards”(draft). Using Delphi method, make two rounds of questionnaires consultation, according to the advice of experts, revised and improved the“standard”, then build“military academies undergraduate Information Literacy Competency Standards”. Standard system includes five dimensions, 17 performance indicators and 45 indicators described. Five dimensions are: information consciousness, information knowledge, information skills, information ethics, and information security. Information consciousness includes three performance indicators: Information cognitive, information emotion, information behavior tendency; Information knowledge includes two performance indicators: information theory, information practice; information skills includes six performance indicators: identify information needs,information retrieval, access to information, information utilization and communication, information reorganization and creation, information evaluation; Information ethics includes two performance indicators: information ethics and legal, intellectual property; information security includes four performance indicators: security and secrecy consciousness, security and secrecy knowledge, security and secrecy technology and methods, security and secrecy regulations and management.
To establish a scientific and reasonable information literacy measurement tool- the“military academy student’s information literacy questionnaire”, and make item analysis, factor analysis and reliability analysis on the questionnaire. Investigate and analyze about the current situation and existing problems of information literacy of college students in military academy. Make descriptive statistical analysis on the following aspects,“information consciousness”,“information knowledge”,“information skills”,“information ethics”and“information security”. According to“gender”,“army services”,“major”and“key middle school”makes differential statistical analysis, comprehensive display information literacy status of military academy students from different angles. To consider there are four factors affect military academy student’s information literacy,①singular curriculum structure, incomplete content system;②to think highly of knowledge and skills education, to look down upon consciousness and moral education;③teachers own information literacy level is not high;④school information environment do not create a good information atmosphere for students.
Introduce idea of systems engineering into the implementing of information literacy standards, optimization of the process of the standards implementation. Propose the concrete implementation suggestion and countermeasure of the“standards”, from the following aspects. Strengthening overall planning and coordination management of the military academies; constructing index system for evaluating military academy undergraduates’information literacy; Updating course contents of information technology; Implementing multi-teaching evaluation. Establishment of overall planning and coordination management ideas, strengthening comprehensive construction of military colleges and universities under the unified leadership, planning and organization, to achieve all-around promotion from education to management and from hardware to software. Creatively put forward“integration of three levels”information literacy teaching model, classified information literacy education as three levels: general information skills, professional information skills and innovative information skills, conduct a step-by-step information literacy education. Implementation of the military academy undergraduate information consciousness, information knowledge, information skills, information ethics, and information security by offering“information theory and practice courses”,“task-driving teaching method”,“integration of information technology and curriculum”and“multi-channel permeation”.
In short, this study first proposes problem about military educational technology standards fills the national blank of the research, enlarges the connotation of the standard. Primary establish“military academy undergraduate information literacy standards”. Investigate and analyze about the current situation of information literacy of college students in military academy. On this basis, proposed the measures and recommendations of implementation about“standard”.
本论文借助文献研究、问卷调查、专家咨询、统计分析等方法,对军校本科生信息素养标准的相关问题进行研究。
考察信息素养标准的历史缘起和演化过程,按照时代发展的顺序,将国内外对信息素养理论及标准研究的发展历程划分为“信息素养研究的萌芽”、“信息素养研究的发展”、“信息素养研究的热潮”三个阶段,对信息素养研究的发展脉络进行了梳理与分析。通过对“信息素养”、“信息能力”、“媒体素养”、“计算机素养”等相关概念的辨析,廓清了信息素养的内涵。
继承国内外己有研究成果,借鉴“信息素养目标——过程结构”理论,将中西方对信息素养内涵的认识统一起来,将信息素养应达到的目标和具体实现的途径有机地联结起来,明确《军队院校本科生信息素养标准》基本框架。使《标准》既符合中国人的思维习惯,又纳入西方人的具体可操作性,丰富和发展了信息素养标准理论研究的思路。
依据方向性、科学性、完备性、可行性原则,构建《军队院校本科生信息素养标准》(初稿)。采用德尔菲专家咨询法,对专家进行两轮问卷咨询,根据专家反馈的情况,对《标准》进行了修订和完善,形成《军队院校本科生信息素养标准》。标准体系包括5个维度,17个绩效指标和45个指标描述。5个维度分别是:信息意识、信息知识、信息技能、信息道德、信息安全。信息意识下设3个绩效指标:信息认知、信息情感、信息行为倾向;信息知识下设2个绩效指标:信息理论、信息实践;信息技能下设6个绩效指标:信息需求确定、信息检索、信息获取、信息利用及交流、信息重组及创造、信息评价;信息道德下设2个绩效指标:信息伦理及法律、知识产权;信息安全下设4个绩效指标:安全保密意识、安全保密知识、安全保密技术与方法、安全保密法规与管理。
建立了科学的、合理的信息素养测量工具——“军队院校本科生信息素养调查问卷”,并对问卷进行了项目分析、因素分析与信度分析。考察军校本科生信息素养现状与存在的问题,从“信息意识”、“信息知识”、“信息技能”、“信息道德”、“信息安全”五个方面作了描述性统计分析;按照“性别”、“军种”、“专业”、“高中就读学校”进行了差异性统计分析,从不同角度全面的展现军校本科生信息素养现状。认为影响军校本科生信息素养的因素主要在于四个方面:①课程结构单一、内容体系不完备;②重视知识与技能教育,淡薄意识与道德教育;③教师自身信息素养水平不高,缺乏激励示范作用;④学校信息化环境没有为学生创设良好的信息氛围。为标准的有效实施提供现实依据。
将系统工程的思想引入信息素养标准的实施当中,优化了标准实施的流程。从加强军队院校的统筹规划和协调管理——构建学校的信息素养能力评估指标体系——更新信息技术课程内容——实施多元教学评价诸方面的分析视角和途径,提出了《标准》实施的建议与对策。确立统筹规划和协调管理的观念,注重加强对部队院校全面建设的统一领导、统一规划和统一组织,将加强信息资源建设、打造信息网络平台与培养信息人才有机结合,实现了从教育到管理,从硬件到软件的整体联动、全面提升。创造性地提出了“三层次一体化”信息素养教育培养模式,将军校本科生信息素养的培养划分为通识信息技能、专业信息技能、创新信息技能三个层次,分阶段,有重点的实施信息素养教育。通过“信息理论与实践系列课程”、“任务驱动式教学”、“信息技术与专业课程整合”、“多渠道渗透”等途径,实现对军校本科生的信息意识、信息知识、信息技能、信息道德、信息安全的综合提升和协调发展。
总之,本研究首次提出军事教育技术标准问题,填补了国内研究领域的空白,扩大了标准的内涵。初步构建《军队院校本科生信息素养标准》,对军队院校本科生信息素养现状进行了调查分析。在此基础上,提出了《标准》实施的对策和建议。
The rapid development of information technology and widely used in the field of military combat, result the weaponry, execute style, command system, personnel training and a series of new military reform affected the whole world. Information Literacy become the core of the new military revolution, plays a decisive role in the information war. Research on how to cultivate information-based talents with wealth of information knowledge, accurate manipulation of digital weapons and equipment, information control and decision-making ability, are increasingly becoming the major theoretical and practical issues, not only in the educational circles but also in all strata of the society. Undergraduate in military academies, as the 21st century senior new military Talents, in particular, to strengthen ability of building the information military and winning the information war. Therefore, it is of great significance to study and formulate information literacy standards suitable for the undergraduate in military academies, to ensure the standardized construction of military academies with standardization method, improve military talents' information literacy under the conditions of information war, which raise the army's combat strength.
In this paper, we research on undergraduate in military academies information literacy standards and related issues with documentary research method, questionnaire survey method, Delphi method and statistical analysis method.
To inspect historical origin and evolutionary process about Information Literacy Standards, according to the order of the times, classified research on information literacy at home and abroad as three stages,“sprouting of information literacy”,“development of information literacy”and“upsurge of information literacy”. Reviewed and analyzed the developing trend of information literacy research. Dissection of the content of information literacy through analysis of the related concepts, such as“information literacy”,“information capacity”,“media literacy”,“computer literacy”.
On succeed of research results at home and abroad, refer to the“goal-process structure theory of information literacy”, we banded the goal should reach and ways to achieve together in information literacy organically, building basic framework of“military academies undergraduate Information Literacy Competency Standards”. To make“standard”in line with the thinking habits of the Chinese people, and absorb concrete workability of westerners view, enrich and develop theoretical research ideas of information literacy standards.
According to principles of directionality, scientific, completeness and feasibility, we establish the“military academies undergraduate Information Literacy Competency Standards”(draft). Using Delphi method, make two rounds of questionnaires consultation, according to the advice of experts, revised and improved the“standard”, then build“military academies undergraduate Information Literacy Competency Standards”. Standard system includes five dimensions, 17 performance indicators and 45 indicators described. Five dimensions are: information consciousness, information knowledge, information skills, information ethics, and information security. Information consciousness includes three performance indicators: Information cognitive, information emotion, information behavior tendency; Information knowledge includes two performance indicators: information theory, information practice; information skills includes six performance indicators: identify information needs,information retrieval, access to information, information utilization and communication, information reorganization and creation, information evaluation; Information ethics includes two performance indicators: information ethics and legal, intellectual property; information security includes four performance indicators: security and secrecy consciousness, security and secrecy knowledge, security and secrecy technology and methods, security and secrecy regulations and management.
To establish a scientific and reasonable information literacy measurement tool- the“military academy student’s information literacy questionnaire”, and make item analysis, factor analysis and reliability analysis on the questionnaire. Investigate and analyze about the current situation and existing problems of information literacy of college students in military academy. Make descriptive statistical analysis on the following aspects,“information consciousness”,“information knowledge”,“information skills”,“information ethics”and“information security”. According to“gender”,“army services”,“major”and“key middle school”makes differential statistical analysis, comprehensive display information literacy status of military academy students from different angles. To consider there are four factors affect military academy student’s information literacy,①singular curriculum structure, incomplete content system;②to think highly of knowledge and skills education, to look down upon consciousness and moral education;③teachers own information literacy level is not high;④school information environment do not create a good information atmosphere for students.
Introduce idea of systems engineering into the implementing of information literacy standards, optimization of the process of the standards implementation. Propose the concrete implementation suggestion and countermeasure of the“standards”, from the following aspects. Strengthening overall planning and coordination management of the military academies; constructing index system for evaluating military academy undergraduates’information literacy; Updating course contents of information technology; Implementing multi-teaching evaluation. Establishment of overall planning and coordination management ideas, strengthening comprehensive construction of military colleges and universities under the unified leadership, planning and organization, to achieve all-around promotion from education to management and from hardware to software. Creatively put forward“integration of three levels”information literacy teaching model, classified information literacy education as three levels: general information skills, professional information skills and innovative information skills, conduct a step-by-step information literacy education. Implementation of the military academy undergraduate information consciousness, information knowledge, information skills, information ethics, and information security by offering“information theory and practice courses”,“task-driving teaching method”,“integration of information technology and curriculum”and“multi-channel permeation”.
In short, this study first proposes problem about military educational technology standards fills the national blank of the research, enlarges the connotation of the standard. Primary establish“military academy undergraduate information literacy standards”. Investigate and analyze about the current situation of information literacy of college students in military academy. On this basis, proposed the measures and recommendations of implementation about“standard”.
引文
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