本文選題：泛媒體環(huán)境 + 幼兒�。� 參考：《西南大學(xué)》2008年碩士論文

【摘要】： 隨著“信息時代”的到來,信息日益成為社會各領(lǐng)域最活躍、最具決定意義的因素。信息化社會對人的綜合能力提出了挑戰(zhàn),而信息素養(yǎng)是信息社會中人的綜合能力的重要組成部分,是每個社會成員的基本生存能力,更是學(xué)習(xí)化社會“學(xué)會學(xué)習(xí)”及“終身學(xué)習(xí)”的必備素質(zhì)。作為個體的最初生命狀態(tài),幼兒期的階段性意義是勿庸置疑的。面對教育虛擬化、合作化、終生化的未來社會,對幼兒進行信息素養(yǎng)啟蒙教育已是刻不容緩。在復(fù)雜的泛媒體環(huán)境中,幼兒信息素養(yǎng)的培養(yǎng)具有其特殊性,無論在理論還是在實踐操作上,都需要做進一步的探索。 泛媒體環(huán)境具有累積性、整體性、多樣性、互動性的特點,泛媒體環(huán)境中信息的虛擬性、重復(fù)性、主觀性、片面性也表現(xiàn)得更為突出。從泛媒體環(huán)境的視角來研究幼兒信息素養(yǎng)的培養(yǎng),通過分析泛媒體環(huán)境的結(jié)構(gòu)因素、內(nèi)容因素、符號因素對幼兒產(chǎn)生的影響來論證幼兒個體認(rèn)知與媒體的關(guān)系,最終是要為幼兒以后的學(xué)習(xí)搭建一個健全的、具有可持續(xù)性的認(rèn)知結(jié)構(gòu)。 通過文獻檢索、問卷調(diào)查、個別訪談和現(xiàn)象觀察發(fā)現(xiàn),幼兒具有一定的信息技能和信息意識,幼兒信息素養(yǎng)的缺失,主要表現(xiàn)在幼兒缺乏信息理解與批判的能力上:(1)缺乏辨別信息真實程度的能力:(2)缺乏信息選擇的能力;(3)缺乏信息理解的能力。幼兒信息理解與批判能力的缺失是幼兒搭建認(rèn)知結(jié)構(gòu)的最大障礙。通過現(xiàn)狀分析可以看出,泛媒體環(huán)境下幼兒信息素養(yǎng)的培養(yǎng)面臨一系列問題:(1)幼兒園、家庭、社會媒體環(huán)境的合理化建沒與利用;(2)幼兒教師和幼兒家長信息素養(yǎng)水平的提高:(3)幼兒信息批判能力的提高。 根據(jù)泛媒體環(huán)境下幼兒信息素養(yǎng)的缺失及面臨的問題,提出幼兒信息素養(yǎng)培養(yǎng)的基本途徑:(1)幼兒園教學(xué)中的幼兒信息素養(yǎng)培養(yǎng);(2)生活中幼兒信息素養(yǎng)培養(yǎng)。其基本策略是:(1)改善幼兒園媒體環(huán)境;(2)調(diào)整幼兒園課程結(jié)構(gòu);(3)合理利用社會家庭媒體環(huán)境:(4)提高家長的信息技術(shù)素養(yǎng)(5)加強技術(shù)與資源保障。
[Abstract]:With the arrival of the information age, information has become the most active and decisive factor in all fields of society.The information society has challenged the comprehensive ability of people, and information literacy is an important part of the comprehensive ability of people in the information society, and it is the basic survival ability of each member of the society.It is also the necessary quality of learning society "learning to learn" and "lifelong learning".As the initial life state of an individual, the stage significance of early childhood is beyond doubt.Facing the future society of education virtualization, cooperation and lifelong transformation, it is urgent to enlighten young children with information literacy.In the complex pan-media environment, infant information literacy training has its particularity, both in theory and in practice, need to do further exploration.Pan-media environment has the characteristics of accumulation, integrity, diversity and interactivity. The information in pan-media environment is virtual, repetitive, subjective and one-sidedness.This paper studies the cultivation of children's information literacy from the perspective of pan-media environment, and demonstrates the relationship between children's individual cognition and media by analyzing the structural factors, content factors and symbolic factors of pan-media environment.Finally, it is necessary to build a sound and sustainable cognitive structure for children's later learning.Through literature retrieval, questionnaire survey, individual interviews and phenomenon observation, it is found that children have certain information skills and information awareness, and lack of information literacy.It is mainly manifested in the lack of the ability of information understanding and critique of young children (1) lack of ability to distinguish the true degree of information (2) lack of ability of information choice / 3) lack of ability of information understanding.The lack of children's ability to understand and criticize information is the biggest obstacle for children to set up cognitive structure.Through the analysis of the present situation, we can see that the cultivation of children's information literacy in the pan-media environment faces a series of problems: 1) Kindergarten, Family,The rationalization of social media environment and the improvement of information literacy level of preschool teachers and parents.According to the lack of information literacy and the problems faced by the children in the pan-media environment, the paper puts forward the basic way to cultivate the information literacy of young children: 1) training the information literacy of children in kindergarten teaching and 2) training the information literacy of children in life.The basic strategy is: 1) to improve the media environment of kindergartens. 2) to adjust the curriculum structure of kindergartens. 3) to make use of the social family media environment: 4) to improve the parents' information technology literacy. 5) to strengthen the technology and resource guarantee.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G612

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