With the rapid development of computer technology and the increasingly extensive application of multimedia technology and network, people gradually realize that information education is an important part of school quality education, and information literacy is an important content to evaluate students' quality. The goal of information technology education in the United States, Japan, Norway and other countries clearly stipulates that "all students will have the ability of information literacy", and an important goal of popularizing information technology education in China is also to "cultivate the information literacy of successors in modern society". So how to cultivate students' information literacy? Especially how to cultivate students' information literacy in information technology courses in middle schools? Through several years of practice and research, we have summarized some superficial experiences here as a way to attract jade.
Keywords: information technology, information literacy, innovative spirit, autonomous learning
Second, what is information literacy
The concept of information literacy evolved from book retrieval skills. With the development of computer technology, network technology and multimedia technology, book retrieval skills are not only the ability to retrieve some publications in a walled library, but also break through the inherent concepts of libraries and publications. The retrieved information can be visual and multimedia electronic information on the network. Information retrieval ability must be combined with contemporary information technology and become the basic literacy that every citizen must have in the information age. The word information literacy was first put forward by Paul Zurkowski, president of American Information Industry Association, in 1974. He defined information literacy as "the technology and skills that people use information when solving problems". 65438-0983 Horton, an American information scientist, believes that education departments should offer information literacy courses to improve people's ability to use e-mail, data analysis and library networks. In 1987, Patrieia Breivik, an information expert, summarized information literacy as "a system that understands and provides information, can identify the value of information, choose the best channel to obtain information, and master the basic skills of obtaining and storing information, such as database, spreadsheet software, word processing, etc.". The American Library Association (ALA) put forward in 1989 that a person with information literacy can understand the information he needs and has the ability to obtain, evaluate and effectively apply the information he needs. With the deepening of educators' understanding of the importance of information literacy, in 199 1, American Association for Supervision and Curriculum Development (ASCD) proposed that information literacy should be an integral part of every student's academic performance, and strongly advocated the cultivation of students' information literacy in school education. 1995 the university of south Australia believes that information literacy should be "familiar with vocabulary and strategies related to computers and computer application technologies". 1998, the American Library Association and the American Association of Educational Communication and Technology further formulated nine literacy standards for students' learning in "Information Ability: Creating Learning Partners":
1. Students with information literacy can obtain information efficiently and effectively.
2. Students with information literacy can evaluate information successfully and critically.
3. Students with information literacy can use information accurately and creatively.
4. As autonomous learners, students have information literacy and can explore information related to personal interests.
As an independent learner, students have information literacy and can appreciate the creative expression of literary works and other information.
6. As autonomous learners, students have information literacy and strive for Excellence in information query and knowledge innovation.
7. Students who have contributed to the learning community and society have information literacy and can understand the importance of information to a democratic society.
8. Students who have contributed to the learning community and society have information literacy and can fulfill the ethical code of conduct related to information and information technology.
9. Students who have contributed to the learning community and society have information literacy and can actively participate in collective activities to explore and create information.
Thirdly, the content system of middle school students' information literacy.
According to foreign research results on information literacy, combined with the reality of teaching in China, middle school students' information literacy should include four aspects: having good information ethics and moral cultivation, positive attitude towards using information technology, better mastering information technology knowledge and better ability to apply information technology.
1, with good information ethics and ethics.
Information ethics needs to be strengthened especially in the information age, because people's communication is face to face under traditional social conditions, and people's self-discipline or good moral outlook on some issues is due to the pressure of public opinion. However, in the information age, people's communication is looming. At present, there are worrying phenomena among teenagers, such as lying on the internet, using foul language, reading bad information, spreading viruses and even various information crimes, which are constantly appearing and showing an upward trend. Information technology is a double-edged sword. If a person has a high application ability of information technology, but no good information morality, it is even more harmful. Therefore, a person with good information literacy should first be a person with good information ethics and moral cultivation. It is reflected in the responsible use of equipment and information. Don't arbitrarily delete system software, tamper with computer settings, or deliberately delete or modify files saved by others on the computer, or even add passwords to the computer; At the same time, do not create or disseminate yellow or reactionary information; Actively resist the invasion of pornography, gambling, drugs and reactionary information. Don't illegally copy software, and don't buy pirated software. Don't make and spread viruses. Pay attention to collectivity, professionalism and noble sentiment in cooperative learning. Can understand the culture, laws and regulations related to information technology. Abide by information laws and regulations, chat on the Internet in a civilized way, and use information responsibly.
2. Positive attitude towards the use of information technology.
A person with good information literacy should have a positive attitude towards the use of information technology. Have a good sense of using information technology, and can quickly judge whether the problem to be solved can be solved by using information technology. Desire to use information technology. Encounter problems and want to solve them with information technology; If you know that you must use information technology to do something, you will definitely take an active part; Use information technology whenever you have time. Have confidence in using information technology. If you use information technology, you can do things better; You can learn more about what you want through information technology; Information technology can make a person's study reach a higher level. You can enjoy life by using information technology. If information technology can do more interesting and imaginative things; Tasks that information technology can accomplish more creatively; Use information technology to make yourself feel comfortable and so on. Can overcome the fear or negative influence of information technology.
3, a good grasp of information technology knowledge.
People with good information literacy must master basic information technology knowledge, which is an important basis for cultivating students' information ability. Every country has made very good regulations on information technology knowledge. In China, the "Guiding Outline of Information Curriculum for Primary and Secondary School Students (Trial)" (1 1) promulgated in June 2000 clearly put forward the teaching contents of primary schools, junior high schools and senior high schools. From the perspective of use and human development, the information technology knowledge that students must possess mainly includes:
(1) Understand the function of the basic tools of information technology and the impact of the development of information technology on learning and society.
(2) Be able to understand information technology terminology, basic principles of information technology work and common equipment using information technology, and be able to eliminate common faults.
(3) Understand and operate multimedia and network.
(4) Be able to understand popular science articles of information technology and discuss the development and application of information technology.
(5) Master commonly used computer software (such as operating system, word processing software, spreadsheets, browsers, FrontPage, etc.). ).
(6) To master the application programs and the operation of multimedia teaching system related to the study of various subjects.
(7) Understand simple computer programs and learn to use them by helping information.
(8) Master the method of programming.
4. Have good information technology application ability.
Mastering information technology knowledge is an important foundation and guarantee for effectively applying information technology ability. The application ability of information technology is the most dynamic factor in information literacy, which plays an important role in students' learning, creative thinking and even their lifelong study and work in the information society in the future. Mainly includes the following contents:
(1) Have the ability to quickly determine what information you need and get the information you need. In solving practical problems, we can determine the information related to the problem, the ability to obtain information successfully, and the ability to analyze and use the obtained information to solve problems.
(2) Have the ability to evaluate, screen, judge, classify and store information, and have the ability to organize and express information.
(3) the ability to communicate with others by using information technology (such as e-mail, local area network, Internet, etc.). ).
(4) Have the ability to use information technology (such as multimedia) to show their works (or learning achievements).
(5) Information processing ability, the ability to ask questions and creatively solve problems according to existing information.
(6) Have the ability to independently use computers to solve problems in other disciplines.
(7) The understanding of information resources is forward-looking and has the ability to check and correct errors.
(8) Have the ability to use information technology for cooperative learning and autonomous learning.
Four, information technology courses and software and hardware environment support
1, course
1997, we participated in the information technology curriculum reform in Hangzhou, and participated in the compilation of the pilot teaching materials. At the beginning of the course, we selected five units, namely, "Understanding Computer", "Opening Windows", "Using Word", "Applying Excel" and "Roaming Multimedia and Internet", with 60 class hours. In addition, 48 kinds of reading materials are selected for students who have the spare capacity to study and improve. By 2000, the content of the textbook was changed to four parts: Photoshop, Authorware, AutoCAD and ForntPage, with emphasis on design creativity.
2. Hardware environment
From the first two servers, connecting 100 computers with HUB and twisted pair to realize campus office automation, web browsing, mail receiving and dispatching, etc., it has now developed to 9 servers, more than 400 nodes, gigabit backbone, and desktop speed 100 trillion. In addition to the original functions, we have added video-on-demand and Kelihua campus network operating system. The hardware environment has been greatly improved. Every teacher in the school is equipped with a computer to a desk, and the computers in each classroom are connected to the campus network. There are two multimedia computer classrooms and a multimedia voice laboratory, equipped with TP2000 multimedia teaching system, physical exhibition platform and large screen projector. These three classrooms also serve as electronic reading rooms, which can be opened to students. All the computers are connected to the Internet.
3. Software environment
The operating system of the server is WindowsNT4.0, with the addition of SP6.0 and IIS5.0. The virtual Internet on the campus network is realized through DNS analysis, and the e-mail sending and receiving on the campus network is realized through Exchangeserver5.0. The campus network operating system of Kelihua has realized the functions of electronic lesson preparation, school affairs management and virtual website. At the same time, there are tens of thousands of pictures, GIF animations, thousands of MP3 music, more than 300 movies, common teaching courseware, integrable ware library, subject teaching websites to provide teachers and students with teaching and learning materials, learning experiences and comments, and psychological counseling website "Spiritual Home" to realize real-time online communication and so on.
Five, some practice and research on cultivating students' information literacy in information technology discipline.
With the support of reasonable information technology curriculum and advanced modern educational technology software and hardware environment, the concept of information literacy and the content system of middle school students' information literacy are combined. In the teaching process of information technology courses in recent years, we have carried out some practice and research on the cultivation of information literacy of students of all grades. And achieved some results.
1, combined with this course, to cultivate students' good information ethics and moral cultivation.
Just like to learn martial arts well, you must learn martial arts morality first. Similarly, to learn information technology well, we must first learn information ethics and moral cultivation.
At the beginning of each semester, the first class must be a classroom routine. According to a series of rules and regulations formulated by the modern educational technology room, some implementation rules are formulated and implemented. If you gather in front of the computer room three minutes in advance, you are required to bring textbooks, notes and shoe covers, without drinks, snacks and magnetic (optical) disks. Line up outside the computer room and enter the computer room after silence. After entering the computer room, fill in the computer registration form and report the machine problems to the teacher in time so as to deal with them in time. Do three checks after class, that is, check whether the computer is turned off normally, whether the mouse and keyboard are neat, and whether the stool is neat. Arrange the students on duty to check each class and give timely feedback. Remind students to abide by the rules and regulations of the school, do not modify the machine settings, do not set passwords indiscriminately, do not delete other people's useful files, and be civilized in class and use computers.
These rules and regulations have realized pre-school education, that is, education before starting to learn the course of information technology, mainly some classroom routines. The education in learning is mainly aimed at some problems in the learning process, such as deleting other people's files, using civilized expressions in online chat, and bringing them into disks and CDs. In the process of class and computer practice, we consciously let students form several groups to complete an idea together. Over time, students became accustomed to division of labor and cooperation, and formed a team spirit. After-class feedback, that is, after a class, check the registration form in time when problems are found, and ask students for education. After the semester, score according to the students' information and moral performance, record the usual grades in a certain proportion of the total scores of the semester, and contact the class teacher.
After implementing such a series of educational measures, in recent years, students have basically taken good care of public property in information technology disciplines, and there has never been an incident of deliberately destroying facilities such as mice and keyboards. There has never even been rough use, and the common situation of users slapping the mouse and keyboard by Internet cafe owners has never happened in our classroom. Students take good care of their own facilities, because they know that this is their own facilities and serve their own study.
After such education and long-term persistent implementation measures, students can basically use equipment and information responsibly. Don't delete system software at will, tamper with computer settings, intentionally delete or modify files saved by others on the computer; Can actively resist the invasion of pornography, gambling, drugs, reactionary and other bad information. I believe that such a student will appear in any computer room or network environment in the future and will be a civilized messenger with good information morality.
2, combined with this course, cultivate students' positive attitude in using information technology.
Our reasonable curriculum and advanced software and hardware environment create a material platform for students to actively use information technology, and also greatly stimulate students' desire and enthusiasm for learning information technology. Students can give full play to their creativity and imagination when studying information technology courses, and they can get in touch with the latest knowledge to the maximum extent. In the classroom, they can find some information related to study through the computer, and they can check their own homework and other students' homework. After class, you can surf the internet in the electronic reading room, continue to finish your homework in the course, and have a heart-to-heart talk and listen to lectures in the "spiritual home" through the internet, so that you can completely relax your mind.
There is a main line and three auxiliary lines in the teaching process of information course. The main line is to use FontPage as a website to publish information. Auxiliary lines are beautiful static pictures and buttons made by Photoshop; Create multimedia animation works with Authorware and publish them on the Internet. Make dynamic titles and buttons with Flash to make the webpage more dynamic. Each auxiliary line is complementary to each other. In the course of Authorware and Flash, Photoshop should be used to change the size of the picture, modify the defects of the picture, and even make a beautiful background picture. You can insert Flash works in Authorware.
In this way, students will understand that learning is not to learn an application software. Learning an application software can play a great role. Learning Photoshop is not to apply for FontPage or Authorware or Flash. It's actually more useful. Some students use Photoshop to make beautiful poster advertisements, beautiful and creative class flags, headlines of school newspapers and magazines, and logos of school TV stations.
Our three computer rooms are completely developed for students at noon and afternoon and managed by teachers. The students involved are very enthusiastic. There is a very strange phenomenon. Students who participate in computer games seldom play games, which is very different from internet cafes. Most students who participate in computer games come to finish their own works, and many students who surf the Internet come to find relevant information. Because finishing a work by hand can give you a great sense of success and pleasure, which may be more attractive than the feeling of computer games, which is why students who participate in computer games rarely play games.
Through the organic combination of classroom teaching of information technology subject and extracurricular computer practice in our college, students have a good sense of using information technology and can quickly judge whether the problems to be solved can be solved by using information technology. Desire to use information technology. Have confidence in using information technology. In the process of using information technology, you can get a wonderful successful experience.
3. Combined with this course, students can better master information technology knowledge.
By 200 1 year, the teaching materials of information technology were changed into four parts: Photoshop, Authorware, Flash and ForntPage, focusing on design creativity. But when we teach students information technology knowledge, we are not limited to these four contents, but combine operating system, word processing software, spreadsheet, browser, email sending, uploading and downloading.
After the textbook reform, it is very tense for these four contents to complete the classroom teaching tasks within the existing class hours. Then, how to teach students operating system, word processing software, spreadsheets, browsers, email sending, uploading and downloading? We do it through the teaching website "study room". Through the local area network, students can enter the teaching website simply by inputting the website address, and students can decide what to learn according to their own needs.
So where does the student's demand come from? They come from the process of classroom teaching. For example, when taking Photoshop courses, students who want to learn more can download some other demanding works from the self-study website. If you don't know how to download them, you can find the answer in "Web browsing and downloading" on the self-study website. For another example, we ask students to email their homework to the teacher, who only tells the students the destination email address. If you don't know how to set up mail, if you don't know what a mail server is, and if you don't know how to add attachments, then you can find the answer in the "Email Sending and Email Settings" section of the self-study website.
In addition to these self-study contents, we also have some latest popular science articles, learning forums, some programming methods, and application methods of other disciplines, such as geometry sketchpad.
Through this way of imparting information technology knowledge in classroom teaching, this paper puts forward some methods to stimulate students to acquire more relevant knowledge after class. In the same study time, our students have gained more information technology knowledge, and basically achieved the goal that everyone knows the role of basic tools of information technology and understands the impact of information technology development on learning and society. Understand the terminology of information technology, the basic principle of information technology work and the common equipment using information technology, and can eliminate common faults. Know multimedia and network, and can operate. Can read popular science articles about information technology and discuss the development and application of information technology. Master commonly used computer software (such as operating system, word processing software, spreadsheet, browser, email, upload and download, FrontPage, Photoshop, Authorware, Flash, etc.). ) I have mastered some application programs related to the study of various subjects and the operation of multimedia teaching system. Understand simple computer programs and learn to use them by helping information.
4. Combining with this course, cultivate students' ability to apply information technology.
(1) The rich educational content on campus network cultivates students' innovative spirit and autonomous learning ability, students' ability to obtain information successfully, and students' ability to analyze and use the obtained information to solve problems. There are rich educational and teaching contents on the campus network, and there are teaching websites of various disciplines in teaching, such as mathematics website, basic practice of information technology, Photoshop practice guide, Authorware practice guide, Flash practice guide, FrontPage practice guide and so on. In psychological education, there is a website called "Spiritual Home".
In the process of classroom teaching and extracurricular practice of information technology, with these rich and interactive educational and teaching materials websites, students can be described as dizzying, and once they enter the relevant websites, they will be attracted by rich content. Students' innovative spirit is a psychological tendency full of interest and active exploration in the unknown field, which stems from their strong interest and unremitting pursuit of exploring the unknown and seeking truth. Seeing these colorful and interactive education and teaching websites or materials, pictures and music, students first have the motivation to innovate. They will look at these materials, websites and design ideas with their own aesthetic eyes, and they will have their own ideas.
Students will try to solve some problems with the knowledge, skills and techniques they have learned in class. When they succeed, they will be happy and proud to try further. When the attempt fails, they will find out the reason, so as to further study and improve, and their autonomous learning ability will be cultivated from it.
Through the process of obtaining information for many times, processing the obtained information and making their own works, students can get the pleasure of successfully obtaining information, which can promote their desire to further use information technology to obtain information and improve their ability to analyze and use the obtained information to solve problems.
(2) Create a space for independent development on campus network, and cultivate students' ability to display their works by using information technology. We have personal homepage space for teachers and students on the campus network, and we can apply for personal homepages online. Many students have made their own homepages and uploaded them to the server through FTP. When the students enter their home page domain name address in the address bar of IE browser for the first time, they jump into their carefully designed personal home page and work hard for it, and their confidence in innovation is doubled. The joy of success is beyond words.
Our information science teaching allows students to finish their homework in class or within a few days. The finished works are posted in the homework column of their personal website. Students can revise their homework at any time, and students can appreciate each other's works. Let's discuss how to do it better. In this process, students' ability to evaluate, screen, judge, classify and store information has been greatly improved. No one likes his works to be the worst, and everyone wants to show his talents in front of his classmates. A good learning environment is a vast world for students to learn actively, develop their potential and form their personality.
(3) Optimize the teaching process, reform the teaching mode, cultivate innovative thinking and autonomous learning ability, and cultivate students' information exchange ability and the ability to communicate with others by using information technology. Creative thinking is creative thinking, the source of a person's wisdom and one of the basic qualities that every student must possess. High-quality classroom teaching is the most direct and effective process to cultivate students' innovative thinking, because it starts from problems first.
In the teaching process of information science, we have changed the previous teaching mode in which teachers first talk about concepts, points and designs, students take notes, and finally students operate on computers.
Task-driven teaching mode, teachers first show their works to students in class, tell the operating essentials and some tools used, assign tasks and then let students operate by themselves. A lesson runs through two lines, one is the teacher's demonstration part and the other is the student's homework part. The demonstration part is different from the students' work part, so students are required to use what they have learned to complete this task. The steps and processes to complete this task can be the same as or different from those demonstrated by the teacher, and can be completed in one way. All homework materials can be found on the teaching website, not limited to completing a work in one class, allowing students to complete multiple homework. In this way, students' innovative thinking and autonomous learning ability are greatly improved. Some students have overfulfilled their teaching tasks in the process of reading books by themselves and practicing online. Teachers are not limiting, but encouraging students to overfulfil their tasks and put forward higher requirements.
In the process of problem inquiry, we should create a forum on the Internet, set up "assumptions", inspire students to discuss and demonstrate, encourage students to be unconventional, find new ways, dig deep into research, think in many directions, gain new insights and methods from it, and optimize and form new schemes.
At the same time, teachers always use their independent and innovative teaching consciousness, behavior, methods and abilities to subtly influence, infect and drive the formation and development of students' innovative thinking ability. While cultivating students' innovative thinking ability, they also cultivate students' information exchange ability and the ability to communicate with others by using information technology (such as e-mail, local area network, Internet, etc.). ).
Abstract of intransitive verbs
It is entirely possible to cultivate students' information literacy in information technology courses, but it must have the following elements:
1. Reasonable curriculum configuration: Information technology curriculum is the carrier to cultivate students' information literacy. Only reasonable and advanced curriculum configuration can cultivate students' information literacy. If our curriculum configuration is still in the stage of DOS and WPS, or how to use DOS commands to create a new directory in the classroom, how to browse files in a certain directory, and then go to the computer room to do computer experiments. Then, it is impossible to cultivate students' information literacy.
2. Advanced software and hardware environment support: With a reasonable and advanced curriculum configuration and a sufficient number of high-performance computers, we must first ensure that everyone has a computer in class, and it is best to have several spare computers, so as to ensure that other machines are broken and will not affect students' practice. Secondly, the performance of the computer can at least support some popular application software, such as Windows operating system, Office series software, graphics processing, multimedia application software and so on. In addition, it is best to get online. If you can't get online, at least build a campus network, which can realize most of the functions of the Internet. Only by meeting the requirements of these software and hardware can students be influenced by information technology knowledge, cultivate information technology ability and improve information literacy in this environment.
3. There should be high-quality information technology teachers and advanced teaching methods: there should be reasonable curriculum configuration and advanced software and hardware support, and the most important thing is to have high-quality teachers, who play a major role in the whole education and teaching process. To cultivate students with information literacy, their teachers must first have high information literacy, at least have nine elements of information literacy, know the syllabus like the back of their hands, and know the whole teaching process and content like the back of their hands. Teachers should also have advanced teaching methods suitable for this course and students in this class. For example, in the teaching of "greeting card DIY" in Photoshop, this course is very suitable to adopt task-driven teaching method, so that students can "do it themselves", so as to review what they have learned and cultivate their innovative spirit and information literacy. If the students in this class have a good foundation, they can be allowed to "do it themselves". However, if the students in this class have a general foundation and the knowledge they have learned before is not very good, they should take "Learn from me" and "Step by Step" first, and those who have more mechanics should go to the second class to "do it by themselves". This is the uncertainty of teaching.
Teachers must understand these advanced teaching methods in order to make full use of reasonable curriculum configuration and advanced modern educational technology facilities, impart information technology knowledge to students, cultivate information technology ability and improve information literacy in all aspects.