摘要
信息素养是终身学习能力形成的核心要素,它在内涵上体现了信息处理能力、批判性思维、技术能力、沟通能力的综合。通过信息素养测评框架与上海学生PISA2012数字化阅读素养测评的对比分析,发现上海学生在信息素养的"整合与解释"方面表现较弱。仅把ICT资源用作社交娱乐不能提升学生的信息素养,而运用自有的ICT设备学习则能让学生信息素养显著提高。同时,信息素养与基本ICT技能密切相关,而与编程等高级ICT技能关系不大。增加学生用ICT学习的机会,增加ICT设备和资源投入,允许学生用自带设备学习,改革信息素养课程和评价内容,可使学生的信息素养得到改善。
Information literacy is the core element of the formation of lifelong learning ability. It reflects the connotation of information processing ability,critical thinking,technical ability and communication ability. By comparing the information literacy evaluation framework and Shanghai students＇ digital reading literacy assessment in PISA2012,it was found that Shanghai students was weak in the inntegration and interpretation of information literacy. We should know that the ICT resources for social entertainment cannot enhance students＇ information literacy,however,the use of own ICT device can make it significantly improved. Meanwhile,the information literacy is closely related to the basic ICT skills rather than programming and other advanced ICT skills. Then,to improve students＇ information literacy,the paper suggests to increase the opportunity for students to use ICT,to reform the courses and evaluation content,and to improve ICT devices and resources,as well as to allow students bring own learning equipment.
出处
《教育参考》
2016年第2期6-11,20,共7页
Education Approach
基金
上海市教育科学研究重点课题"基于PISA的上海学生21世纪能力评价研究"(编号:A1408)成果之一
