The course "Information Literacy" evolved from the lecture "Library Utilization". As early as the mid-1990s, the Shanghai Municipal Education Commission clearly stipulated in the guidance document on the construction of school libraries that "qualified school libraries should offer popular science lectures on the beneficial application of library literature for students". As far as I know, it was not until around 1998 that a few senior high schools in Shanghai began to make such an attempt systematically. Due to the lack of applicable teaching materials and teaching standards, most of the pilot schools refer to the "library and information course" model of universities, and make appropriate simplification and transformation to become the teaching blueprint; Some schools, even universities at that time, copied the content of "database retrieval", which belongs to graduate students' patents, into middle school classrooms, but many schools simply read the basic knowledge of library science from books. This period can be described as a period when a hundred flowers blossom, and the teaching style, style, depth of teaching content, teaching form and even teaching hours are in an "anarchy" state. In view of this, I put forward the research topic of pattern investigation and style standardization of "library and information course", and clearly put forward that "library and information course" at the basic education level should never be simply transplanted and dispersed, and should take "document retrieval" as the teaching focus to find relevant reference books according to the current situation and actual needs of high school teaching objects; This argument has attracted the attention of the education authorities in relevant regions, and was listed as a key topic at the district level in 2000.
In the process of exploration, I was fortunate enough to be corrected by my predecessors. They quoted the relevant laws of the "information superhighway" in the United States and told me that it is not the best policy for students, especially middle school students who are in the formation stage of world outlook, but to grasp the two main lines of information carrier and information means to start teaching. As a result, the topic of "information application" has gradually become the mainstream, and the theory of information application has also been recognized by experts of China Index Society.
With the deepening of teaching practice and the continuous expansion of the field of teaching exchange, as well as the reference of foreign related experience, we are no longer rigidly attached to "talking on paper" and are no longer satisfied with "I speak and you listen"; Instead, based on the background of quality education, I began to think about how to combine the research-based learning environment and gradually shift the focus of teaching from imparting knowledge to cultivating literacy on the basis of teaching interaction, so that students can learn to learn, learn scientifically, learn efficiently and learn passionately under the guidance of teachers. Thus, the second research topic was born: "".
Second, the structural design of the course should be close to the students in teaching practice.
Curriculum design should be close to students, which is not empty talk, and needs to be explored in combination with curriculum characteristics.
Since it has been determined that the subject attribute should form an appropriate gradient with the content of higher education, we must abandon simple transplantation, start with the structure of the curriculum, plan our curriculum system completely, take into account the characteristics of learners' physical and mental development, and form our own style in curriculum expression and content selection. For this reason, after giving up many well-known "iron laws" (such as consulting sub-dictionaries in reference books, general attempts in Internet retrieval and so-called library classification system teaching, etc.), I tried to introduce new training contents such as "speed reading" and "shorthand", and at the same time, I always paid attention to the organic interaction between curriculum teaching and students' normal subject knowledge learning, especially in line with the school's requirement that each student must complete a small topic research in high school.
Paying attention to the comprehensiveness of teaching does not mean simply including or far-fetched. More often, it is to induce students to use knowledge organically and experience the happiness created by knowledge. Therefore, in practice, we should grasp the scale of "if we leave" and be distracted. In my opinion, in inquiry learning, the role of teachers is irreplaceable, and teachers will always be the organizers, commanders and coordinators of activities. The role of teachers in the process of activities plays a very important role in the development of research-based learning.
In the process of adjusting the curriculum structure of information literacy, combined with the research of small topics, I have done some research on how to "turn topics into topics", "why should we pay attention to the feasibility study of the realization of the topics themselves", "how to find the best breakthrough point of research", "the importance of data accumulation in the research of topics", "respect others' labor and achievements, which viewpoints and contents are transplanted and which belong to our own originality or digestion".
Therefore, in order to improve the efficiency of research-based learning, teachers should first put themselves in a correct position-neither too much involvement in students' independent inquiry nor letting themselves drift. Teachers should always be organizers, guides, collaborators and progressors of students' ideological construction.
Third, the main line of the course should be upgraded to the content framework covered by the course.
Almost every teacher hopes that his teaching time can be relatively abundant. However, in this semester, I carried out a drastic reform of the course, compressing the content of "information literacy" and introducing the content of "western civilization". As far as my original intention is concerned, I think the compression of course content should actually be based on the accuracy of content grasping and the concentration of teaching efficiency.
My guiding ideology is to always accurately grasp the contextual relationship between skills and ideas, skills and methods, courses and literacy. It is necessary to guide students into information and help them out of it.
As a practical elective course, you don't need to make too much fuss about theory, but choose the right amount of theory for training. In the limited class hours, we should rationally allocate the relationship between methods and skills, explain theories through methods, interpret skills through methods, and interpret skills through skills, thus forming benign thinking habits and study habits. For example, in the teaching of network information search, I didn't describe the internal mechanism of "indexing technology" too much, but compared their characteristics through common search tools such as "Baidu" and "Google", thus leading to the influence of "indexing technology" on users; Then, through the analysis of the retrieval process of a classroom's retrieval demand, it shows that the formulation of retrieval strategy is not "redundant", but "get twice the result with half the effort"; Finally, by arranging in-class exercises, after-class exercises are arranged on the basis of preliminary exchange of relevant skills and tips. Practice has proved that students still adapt to such concentration.
What we teach is knowledge, but we must never divide knowledge artificially because of knowledge. Here, knowledge is only a temporary transition, not an essential attribute, for the convenience of expression. As far as the course "Information Literacy" is concerned, my position is that it will be more flexible and scientific with the teaching of the subject, and will eventually be naturally integrated into the whole teaching process with more "comprehensive" teaching content. By then, our teaching goal may be more for educators than for the educated.
Fourthly, we should constantly adjust the form of curriculum carrier in teaching practice.
As a practical course, we should reasonably plan the proportion and form of time input in and out of class. To do this, we must first work hard on the expression of the course, and strive to form the attraction of in-class teaching that can be extended to extracurricular, and extracurricular thinking can have a platform that is loved and supported by such ideal effects. If the former needs teachers to adjust their teaching charm and affinity to implement, then the latter belongs to the extension of teaching design.
The extension of classroom teaching is not only to distribute content organically, but also to work hard on "listening".
To this end, I have revised and adjusted the network communication platform of the course many times. At the beginning, I introduced the online chat mode that students are keen on into the extension of the course, and recorded the exchange of students' learning thinking and learning experience with BBS. Last semester, I introduced the concept of "game" into the category of after-class exercises: when explaining the contents of "speed reading" and "shorthand", I introduced the relevant principles and training skills in advance, and then recommended students to play "game" with relevant software, train students' instantaneous memory ability through stroboscopic games, and train students to use knowledge flexibly through the correlation of knowledge points in linguistics, foreign history, geography and other disciplines. Training the reading efficiency of "fast reading" by answering questions after fast reading ... This semester, I opened an article on the elective course network platform, and invited my classmates to maintain and update the website content with me by building a special website.
The teaching goal of inquiry learning should be to stimulate, promote and assist students' learning as the core, and to improve each student's learning interest and learning ability as the goal, so the choice of course carrier is very important-the more interesting, the closer to students' life and the more novel the carrier form, the higher the enthusiasm of students to participate. Therefore, teachers should fully consider students' interests and needs when choosing, and make the carrier close to students' actual feelings. At the same time, while studying the actual value, they should not ignore the expectation of formal expression and practical efficiency.
Fifth, scene design can effectively avoid boring and unintelligible drifting state.
As far as the subject attribute is concerned, although "information literacy" is a course that can give consideration to training, if we blindly look for the combination point from students' learning process, on the one hand, the course training will be fragmented, on the other hand, it will easily cause students' learning illusion. Therefore, learning scene design has become an important part of rebuilding this course.
Because students are the main body and center of activities in the process of research-based learning. Then we must take into account the diversity of students' acceptance habits and the performance style of the course when designing. On the basis of many surveys on the distribution of students' interests, I found that many students have some misunderstandings in the control of limited class hours and exercises, and at the same time, they also have several major characteristics: the misunderstanding is mainly manifested in the lack of continuous attention to the stimulus, which is often in a state of "conformity", with little personal characteristics, and the focus of attention is often satisfied with "watching the fun" and "joining in the fun" without depth and self-interest. However, these shortcomings do not mean that students lack thinking, but only verify that in today's "information explosion", in the face of the rapid and uninvited information, our students' thinking is too jumping and in a state of "overwhelming". Their thinking, like online retrieval, is easily tempted by a "link" and unconsciously drifts away from the theme appeal.
Therefore, after weighing the interests of myself and the students, I chose "western civilization" as a breakthrough to carry out the scene design of the course.
On the topic of "western civilization", many points, lines and surfaces can be derived. The relevant background is also easy to cause students to sing, and all this revolves around the basic point of inquiry, which lays the foundation for the integration of course content. It avoids the imagination of two-layer training and makes it possible to continue training knowledge points. It has changed some original drifting states, and solved the integration of curriculum and discipline, curriculum training and research-based learning (project research), and self-evaluation of curriculum inquiry and learning.
Through the scene design of the course, students learn the team spirit of cooperation with others, which effectively improves the efficiency of investigation and research; Knowledge, skills, emotions and other aspects have been fully developed in practice.