【摘要】：我國信息技術(shù)教育至今已經(jīng)有三十余年的發(fā)展歷程,信息技術(shù)課是學(xué)校培養(yǎng)學(xué)生信息素養(yǎng)的主要途徑。自從培養(yǎng)學(xué)生信息素養(yǎng)的目標(biāo)提出以來,如何培養(yǎng)初中生信息素養(yǎng)、初中生的信息素養(yǎng)水平在哪些方面需予以加強、初中生信息素養(yǎng)水平是否存在群體差異等,都是在實際教學(xué)過程中需要解決的問題。通過對延吉市部分初中信息技術(shù)課的教學(xué)觀摩與調(diào)查以及實際信息技術(shù)課教學(xué)實踐發(fā)現(xiàn),初中信息技術(shù)課堂存在諸多問題,如信息技術(shù)課堂紀(jì)律差、信息技術(shù)課堂效率低、學(xué)生的自主學(xué)習(xí)能力較弱等。信息技術(shù)課教學(xué)方法選取不當(dāng)是影響初中生信息素養(yǎng)培養(yǎng)的重要的因素之一。那么,改變原有信息技術(shù)課單一的教學(xué)方法,采取新的教學(xué)模式,如任務(wù)驅(qū)動教學(xué)模式,是否有利于初中生信息素養(yǎng)的培養(yǎng),新的教學(xué)方法又是如何影響初中生信息素養(yǎng)提高的,都是值得探討和分析的問題。本文通過問卷調(diào)查法、觀察法和行動研究法進(jìn)行研究,以延吉市某中學(xué)七年級的初中生作為研究對象,首先對延吉市初中生的信息素養(yǎng)現(xiàn)狀進(jìn)行調(diào)查,了解初中生信息素養(yǎng)水平各維度狀況及初中生信息素養(yǎng)各維度上的群體差異,分析初中生信息素養(yǎng)培養(yǎng)中存在的問題及主要影響因素,在此基礎(chǔ)上抽取兩個班級在信息技術(shù)課中利用任務(wù)驅(qū)動教學(xué)模式進(jìn)行教學(xué)實踐來驗證其提高初中生信息素養(yǎng)的有效性,并形成典型案例。最后,結(jié)合學(xué)生的問卷調(diào)查情況和課堂表現(xiàn)情況,探討了信息技術(shù)課中任務(wù)驅(qū)動教學(xué)模式各環(huán)節(jié)對初中生信息素養(yǎng)水平的影響。通過對研究結(jié)果的分析與討論,本研究最終形成了以下4個結(jié)論：初中生信息素養(yǎng)總體處于一般水平,不同群體的初中生信息素養(yǎng)水平在性別、民族、家庭有無電腦上存在顯著差異；信息技術(shù)課中利用任務(wù)驅(qū)動教學(xué)模式培養(yǎng)初中生的信息素養(yǎng)具有可行性；信息技術(shù)課中利用任務(wù)驅(qū)動教學(xué)模式培養(yǎng)初中生的信息素養(yǎng)存在一些問題：任務(wù)驅(qū)動教學(xué)模式中創(chuàng)設(shè)情境環(huán)節(jié)和確定任務(wù)環(huán)節(jié)對初中生信息素養(yǎng)水平有顯著影響。
[Abstract]:Information technology education in China has been developing for more than 30 years. Information technology course is the main way to cultivate students' information literacy. Since the goal of training students' information literacy has been put forward, how to cultivate junior high school students' information literacy, what aspects of junior high school students' information literacy level should be strengthened, whether there are group differences in junior high school students' information literacy level, and so on. They are all problems that need to be solved in the actual teaching process. Through the observation and investigation on the teaching of information technology in some junior middle schools in Yanji and the teaching practice of practical information technology, it is found that there are many problems in the information technology classroom, such as the poor discipline in the information technology classroom and the low efficiency of the information technology class. The students' autonomous learning ability is weak, etc. Improper selection of teaching methods in information technology course is one of the important factors that affect the cultivation of junior high school students' information literacy. Then, change the original information technology class single teaching method, adopt the new teaching mode, such as the task-driven teaching model, is conducive to the training of junior high school students' information literacy. How the new teaching method affects the improvement of junior high school students' information literacy is worth discussing and analyzing. This article carries on the research through the questionnaire survey method, the observation method and the action research method, takes the seventh grade junior high school student in Yanji City as the research object, first carries on the investigation to the information literacy present situation of the Yanji junior high school students, To understand the situation of junior high school students' information literacy level and the group differences in information literacy dimensions of junior high school students, and to analyze the problems and main influencing factors in the training of junior high school students' information literacy. On this basis, two classes in the information technology class using task-driven teaching model teaching practice to verify the effectiveness of improving junior high school students' information literacy, and form a typical case. Finally, combined with students' questionnaire survey and classroom performance, this paper discusses the influence of task-driven teaching model on junior high school students' information literacy level in information technology class. Through the analysis and discussion of the results of the study, this study finally formed the following four conclusions: junior high school students' information literacy is generally in the general level, different groups of junior high school students' information literacy level in the gender, ethnic groups, There is a significant difference in whether there is a significant difference on the computer in the family; It is feasible to use the task-driven teaching model to cultivate junior high school students' information literacy in the course of information technology. There are some problems in training junior high school students' information literacy by using task-driven teaching mode in the course of information technology: creating situational link and determining task link in task-driven teaching model have significant influence on junior high school students' information literacy level.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.67

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