摘要
目前我国的信息素质教育长期流于形式,教学内容落后于信息技术的发展、教学方法相对刻板、学生缺乏对该课程重要性的理解等问题都困扰着信息素质教育工作的展开。国内外对信息素质教育各方面的研究在理论上为信息素质教育勾画出清晰的蓝图,也体现出在实践上的困境和具体操作方法的缺乏。通过对知识理论的研究和引入,对信息素质教育进行了新的读解,认为信息素质教育应该是在学生的学习信念的支持下对程序性知识学习的过程。在此基础上,以申农的信息论为蓝本,构建出由信源到信宿、从陈述性知识到程序性知识的信息素质教育模型。
The present information literacy education in China has been a mere formality for a long time. The teaching contents lag behind the development of information technology. The teaching methods relatively lack flexibility and the students don＇t have a proper understanding about the importance of the course. All the above problems are the barriers in the development of information literacy education. The research on different aspects of information literacy education at home and abroad has drawn a clear blueprint for the edu- cation theoretically, but also reflects its dilemma in practice and the deficiency in the specific operational approach. Through the introduction and research on knowledge theory, the article gives a new interpretation on information literacy education and regards it as the learning process of procedural knowledge with the support of students＇ personal learning belief. Based on the interpretation and taking Shannon＇s information theory as the chief source, the article constructs a model for information literacy education which is from information source to information destination, from declarative knowledge to procedural knowledge.
出处
《山西师大学报（社会科学版）》
北大核心
2012年第1期146-149,共4页
Journal of Shanxi Normal University(Social Science Edition)
关键词
信息素质
知识
知识构成
知识效用
知识表征
information literacy
knowledge
knowledge constitution
knowledge effect
knowledge representation
