高等院校师范生信息素养及培养模式研究
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摘要
以多媒体和网络技术为核心的现代信息技术对教育产生了重大影响。对于高等教育而言，一方面要将现代信息技术作为课程体系的一部分以培养学生的信息素养，另一方面在教师的教学和学生的学习中要广泛应用信息技术，以促进教学模式和学习方式的根本变革，提高教与学的质量和效果。
对于致力于未来人类教育事业的高等院校师范生而言，适应教育信息化的需要，还有更深层次的含义：必须掌握系统的信息技术知识和技能、有较强的信息意识和信息能力、较高的信息伦理与道德修养、具备较强的应用信息技术特别是多媒体与网络技术进行教学与学习的能力。即具备较高的信息素养。
本文从现代信息技术教育应用对未来教师的要求出发，在分析国外教师教育计划相关国家标准的基础上，结合我国的实际情况，提出了我国高等院校师范生必须具备的信息素养，并提出了反思实践者和以课程为途径开展网络教育两种培养信息素养的模式。这些研究成果对于推进基础教育信息化和提高高等院校师范生的信息素养将起到一定的作用。
The modern information technology, which has multi-media and network technology as its core, has made important impact on the education .As the higher education is concerned, on one hand we have modem information technology as one part of curriculum system to cultivate information literacy of the students, on the other hand, we should widely use the information technology in teaching and learning to promote the fundamental changes of teaching model and learning styles, and to improve quality and effect of teaching and learning as well.
As for the normal university students engaged in the future education, there is a deeper implications in the adaptation to the requirement of the education imformationization: we must master the systematical knowledge and ability of information; have keen consciousness and stronger ability of information; have higher information ethic and moral literacy and acquire the ability of using information technology (especially the multi-media and network technology) in teaching and learning. In short, have higher information literacy.
Based on the analysis of the national standards on teachers' training in the foreign country and the practical situation of our country, this article put forward the necessary information literacy the students in normal universities need from the application of modern information technology which present the requirement for the future teachers; and suggest two models that foster the information literacy: reflective operator and the network education on the basis of courses. These achievements will play an important role in promoting the informationization of the basic education and the information literacv of the normal university students.
对于致力于未来人类教育事业的高等院校师范生而言，适应教育信息化的需要，还有更深层次的含义：必须掌握系统的信息技术知识和技能、有较强的信息意识和信息能力、较高的信息伦理与道德修养、具备较强的应用信息技术特别是多媒体与网络技术进行教学与学习的能力。即具备较高的信息素养。
本文从现代信息技术教育应用对未来教师的要求出发，在分析国外教师教育计划相关国家标准的基础上，结合我国的实际情况，提出了我国高等院校师范生必须具备的信息素养，并提出了反思实践者和以课程为途径开展网络教育两种培养信息素养的模式。这些研究成果对于推进基础教育信息化和提高高等院校师范生的信息素养将起到一定的作用。
The modern information technology, which has multi-media and network technology as its core, has made important impact on the education .As the higher education is concerned, on one hand we have modem information technology as one part of curriculum system to cultivate information literacy of the students, on the other hand, we should widely use the information technology in teaching and learning to promote the fundamental changes of teaching model and learning styles, and to improve quality and effect of teaching and learning as well.
As for the normal university students engaged in the future education, there is a deeper implications in the adaptation to the requirement of the education imformationization: we must master the systematical knowledge and ability of information; have keen consciousness and stronger ability of information; have higher information ethic and moral literacy and acquire the ability of using information technology (especially the multi-media and network technology) in teaching and learning. In short, have higher information literacy.
Based on the analysis of the national standards on teachers' training in the foreign country and the practical situation of our country, this article put forward the necessary information literacy the students in normal universities need from the application of modern information technology which present the requirement for the future teachers; and suggest two models that foster the information literacy: reflective operator and the network education on the basis of courses. These achievements will play an important role in promoting the informationization of the basic education and the information literacv of the normal university students.
引文
[1] 《辞海》，上海，上海辞书出版社，1989，p67、p652。
[2] 黄崴，教师教育体制，广州，广东高等教育出版社，2002，p8。
[3] 师范教育一体化课题组，上海市教师教育一体化的战略思考，高等师范教育研究．1998．5．P43-46。
[4] 彭兰，网络传播概论，北京：中国人民大学出版社，2001，p280。
[5] 祝智庭，信息教育展望，北京：北京师范大学出版社，2002，p74。
[6] 祝智庭，网络教育应用教程，北京：北京师范大学出版社，2001，p16。
[7] Znaniecki F. The sociall Role of the Man of Knowledge. New York: Octagon Book, Inc 1965, P24.
[8] 转引自范良火，教师数学知识发展研究，上海：华尔师范大学出版社，2003，p14。
[9] http://cnets. iste. org/teachers.
[10] Fisher,M. Lotus LearningSpace: A WWW Strategy for Growth. International Journal of Interactive Learning Research 9.1999. p3/4.
[11] 教师教学知识发展研究，范良火，华东师大出版社，2003、5，P90。
[12] 周明星主编，国际对接：中国教育的樊篱与跨越，天津：天津教育出版社，2002，10，P259。
[13] 方明，闸北区中小学教师信息素质的研究，www.zxxjxw.com。
[14] 王秋绒，教师专业社会化理论在教育实习设计上的蕴义，台北，师大书苑有限公司，1991。
[15] http://cnets. iste. org/ teacher / index. shtml.
[16] http://cnets.iste. org/ teachers / index. shtml.
[17] 柳栋：《网络教学的定义》惟存教育 www.being.org.cn/sikao/eteaching.htm.
[18] 柳东：《网络教学环境的式样——基于学校和教师的视角》http://www. being. org. cn/sikao/index. htm.
[19] 祝智庭，网络教育应用教程，北京：北京师范大学出版社，2002、10，P233。
[20] Papert, Child Power: Keys to the New Learning of the Digital Century. Speech given at the 11th Colin Cherry Memorial Lecture on Communication Imperial College: London. Available at http://www. Connected Family. com/frame4/cf0413seymour/recent essays/cf0413 cherry_2. html.
[21] 转引自叶澜，教师角色与教师发展新探，北京：教育科学出版社，2001，P245。
[22] 香港，韩连山，专业发展需配合教师教学生涯，教协报，2002，第434期，p87。
[23] 转引自叶澜，教师角色与教师发展新探，北京：教育科学出版社，2001，P264。
[24] 郑金洲，校本研究指导．北京：教育科学出版衬，2002．p4。
[25] 黄威，教师教育体制．广州：广东高等教育出版社，2003，p76。
[26] 同上。
[27] David Blake ect. (ed),Researching School-Based Teacher Education, England: Avebury, 1996 ,P2.
[28] 张民选，《专业知识显性化与教师专业发展》，《教育研究》2002第一期，p16。
[29] Lortie, D.C. Lortie, D.C. School-teacher: A sociological study. Chicago: University of Chicago Press. http://www. muw. edu/edu hs/ncate_lh/knowledge base. html.
[2] 黄崴，教师教育体制，广州，广东高等教育出版社，2002，p8。
[3] 师范教育一体化课题组，上海市教师教育一体化的战略思考，高等师范教育研究．1998．5．P43-46。
[4] 彭兰，网络传播概论，北京：中国人民大学出版社，2001，p280。
[5] 祝智庭，信息教育展望，北京：北京师范大学出版社，2002，p74。
[6] 祝智庭，网络教育应用教程，北京：北京师范大学出版社，2001，p16。
[7] Znaniecki F. The sociall Role of the Man of Knowledge. New York: Octagon Book, Inc 1965, P24.
[8] 转引自范良火，教师数学知识发展研究，上海：华尔师范大学出版社，2003，p14。
[9] http://cnets. iste. org/teachers.
[10] Fisher,M. Lotus LearningSpace: A WWW Strategy for Growth. International Journal of Interactive Learning Research 9.1999. p3/4.
[11] 教师教学知识发展研究，范良火，华东师大出版社，2003、5，P90。
[12] 周明星主编，国际对接：中国教育的樊篱与跨越，天津：天津教育出版社，2002，10，P259。
[13] 方明，闸北区中小学教师信息素质的研究，www.zxxjxw.com。
[14] 王秋绒，教师专业社会化理论在教育实习设计上的蕴义，台北，师大书苑有限公司，1991。
[15] http://cnets. iste. org/ teacher / index. shtml.
[16] http://cnets.iste. org/ teachers / index. shtml.
[17] 柳栋：《网络教学的定义》惟存教育 www.being.org.cn/sikao/eteaching.htm.
[18] 柳东：《网络教学环境的式样——基于学校和教师的视角》http://www. being. org. cn/sikao/index. htm.
[19] 祝智庭，网络教育应用教程，北京：北京师范大学出版社，2002、10，P233。
[20] Papert, Child Power: Keys to the New Learning of the Digital Century. Speech given at the 11th Colin Cherry Memorial Lecture on Communication Imperial College: London. Available at http://www. Connected Family. com/frame4/cf0413seymour/recent essays/cf0413 cherry_2. html.
[21] 转引自叶澜，教师角色与教师发展新探，北京：教育科学出版社，2001，P245。
[22] 香港，韩连山，专业发展需配合教师教学生涯，教协报，2002，第434期，p87。
[23] 转引自叶澜，教师角色与教师发展新探，北京：教育科学出版社，2001，P264。
[24] 郑金洲，校本研究指导．北京：教育科学出版衬，2002．p4。
[25] 黄威，教师教育体制．广州：广东高等教育出版社，2003，p76。
[26] 同上。
[27] David Blake ect. (ed),Researching School-Based Teacher Education, England: Avebury, 1996 ,P2.
[28] 张民选，《专业知识显性化与教师专业发展》，《教育研究》2002第一期，p16。
[29] Lortie, D.C. Lortie, D.C. School-teacher: A sociological study. Chicago: University of Chicago Press. http://www. muw. edu/edu hs/ncate_lh/knowledge base. html.