外語學習者信息素養(yǎng)策略使用的調(diào)查
發(fā)布時間：2018-07-25 18:07
【摘要】：當今社會,隨著信息的猛速發(fā)展和互聯(lián)網(wǎng)的出現(xiàn),使人們被不同形式信息包圍著。因此,信息素養(yǎng)作為一種定位和識別,并在信息社會可以有效解決問題的能力已經(jīng)成為許多職業(yè)的一項基本要求。伊格爾頓和羅伊(2007)通過實證研究提出了在網(wǎng)絡(luò)環(huán)境下處理信息過程的QUEST模型,即問題、理解、評估、綜合和轉(zhuǎn)換策略。同時,幻燈片作為可以承載不同來源信息的理想載體用來測量外語學習者的信息素養(yǎng)能力�；赒UEST模型,本研究旨在探討外語學習者在網(wǎng)絡(luò)環(huán)境下使用的信息素養(yǎng)策略的使用。具體地說,本研究試圖回答以下三個問題:1.外語英語學習者經(jīng)常使用哪些策略?哪些策略使用較少?2.信息素養(yǎng)策略使用與幻燈片得分之間是否存在相關(guān)?具體使用哪些策略與得分之間相關(guān)?3.幻燈片得分高分組與低分組之間使用信息素養(yǎng)策略的差異是什么?研究選取57名大學生作為被試。要求被試在網(wǎng)上搜索有關(guān)“海平面上升”的信息,然后以“海平面上升”為主題做一份不少于9頁的幻燈片,學生使用互聯(lián)網(wǎng)查找、評價和合成所需要的信息,整個過程在150分鐘內(nèi)完成。依據(jù)克蘭茨(2003)的“表現(xiàn)評估”,制定幻燈片文件評分標準。評分標準包括四個部分,即完整性、語言、內(nèi)容和結(jié)構(gòu),每個部分按照“低-1分”“中等-2分”“高-3分”打分,因此幻燈片文件的總分范圍為4分到12分。除此之外,一份基于QUEST模型的調(diào)查問卷也由研究者制作用以調(diào)查被試的策略使用情況。為了回答以上問題,研究通過四種方法收集數(shù)據(jù)。首先,被試的信息素養(yǎng)由他們的幻燈片得分來估量。其次,信息素養(yǎng)策略使用情況的數(shù)據(jù)由問卷收集。另外,被試收集信息的過程由My Screen Recorder這款錄制桌面活動的軟件來監(jiān)測,以此作為問卷收集信息素養(yǎng)策略使用情況的補充。最后,在被試完成問卷之后,為了了解他們制作幻燈片時的想法,相應(yīng)的訪談也會隨之展開。這樣,信息素養(yǎng)策略的使用結(jié)果可以通過分析這些數(shù)據(jù)而得到。最后,SPSS 20.0被用于通過描述數(shù)據(jù)、皮爾遜聚居相關(guān)和單尾方差分析來分析這些數(shù)據(jù)。研究結(jié)果表明,首先,受試者在定位、評估和使用信息的過程中頻繁使用五種策略。具體來說,問題策略和評估策略使用頻率較高,輸出策略相對較低。第二,受試者使用的信息策略與他們幻燈片總得分不存在顯著的相關(guān)關(guān)系,然而與評分標準中子分數(shù)具有顯著相關(guān)。具體來說,使用評估策略和其子策略(評估網(wǎng)址)與語言方面得分有關(guān);使用評估策略(有目的性的點擊網(wǎng)址和標注信息來源)與內(nèi)容方面得分;將多種信息和研究問題匹配與結(jié)構(gòu)方面得分有關(guān)。最后,受試者分別根據(jù)其幻燈片的總得分、完整性、語言、內(nèi)容和結(jié)構(gòu)被分成高、中、低分三組。結(jié)果顯示,比較總分和五大類策略的使用時,高分組與低分組之間沒有明顯的差異。但是,當探究子得分和策略使用之間的關(guān)系時,差異是明顯的。使用評估策略、搜索信息時提出問題、翻譯網(wǎng)址和域名、有目的性地點擊網(wǎng)址,評估網(wǎng)址、轉(zhuǎn)換主題、訪問新網(wǎng)址、嘗試新的關(guān)鍵詞和改變搜索引擎以獲取所需信息方面,兩組之間在語言得分上有明顯不同。使用翻譯網(wǎng)址和域名以及標注信息來源兩組在內(nèi)容得分上有明顯不同。操作電腦和將多種信息與研究問題匹配兩組在結(jié)構(gòu)得分上有明顯不同。本研究的重要意義在于幫助我們更好地理解信息素養(yǎng),并為該如何教中國英語學習者信息素養(yǎng)進一步指出方向。
[Abstract]:In today's society, with the rapid development of information and the emergence of the Internet, people are surrounded by different forms of information. Therefore, information literacy has become a basic requirement for many occupations as a kind of location and recognition, and the ability to solve problems effectively in the information society. Eagleton and Roy (2007) have made an empirical study. The QUEST model for processing information process in the network environment, namely, problem, understanding, evaluation, synthesis and conversion strategy, is used as an ideal carrier to measure information of different sources. Based on the QUEST model, the purpose of this study is to explore the use of foreign language learners in the network environment. The use of information literacy strategies. Specifically, this study tries to answer the following three questions: what strategies do 1. English learners often use? Which strategies are used less? 2. whether there is a correlation between the use of the 2. Information Literacy Strategy and the slide score? What is the correlation between the strategy and the score? 3. the high score group and the high score score What are the differences in the use of information literacy strategies among the lower groups? The study selected 57 college students as subjects. They asked to search for information on "sea level rise" on the Internet, and then make a slide of no less than 9 pages on the theme of "sea level rise", and students used the Internet to find, evaluate and synthesize the information needed, The whole process is completed within 150 minutes. According to the "performance evaluation" of Krantz (2003), the slide file scoring standard is made. The scoring standard includes four parts, namely, integrity, language, content and structure. Each part is graded according to "low -1" "medium -2" and "high -3", so the total score of the slide file is from 4 to 12. In addition, a questionnaire based on the QUEST model was also made by the researchers to investigate the usage of the subjects. In order to answer the above questions, four methods were used to collect data. First, the information literacy of the subjects was estimated by their slides. Secondly, the data of the information literacy strategy use was collected by the questionnaire. In addition, the process of collecting information by the subjects was monitored by the software of the My Screen Recorder recording desktop activity as a supplement to the use of information literacy strategies. Finally, after the questionnaire was completed, the corresponding interviews would be carried out to understand the idea of making slides. The results of the use of the strategy can be obtained by analyzing these data. Finally, SPSS 20 is used to analyze these data by describing data, Pearson settlement and single tail analysis. The results show that, first, five strategies are frequently used in the process of locating, evaluating and using information. Specifically, problem policy Second, there is no significant correlation between the information strategy used by the subjects and the total score of their slides, but it has a significant correlation with the score standard neutron score. Specifically, the use of the evaluation strategy and its Zi Celve website is related to the language score. Use evaluation strategies (targeted click URLs and annotated sources) and content points; match a variety of information and research problems with the score of the structure. Finally, the subjects are divided into three groups of high, medium, and low scores based on the total score, integrity, language, content and structure of their slides. There is no obvious difference between the high and low groups in the use of five major categories. However, the difference is obvious when exploring the relationship between the score and the use of the strategy. There are significant differences in language scores between the two groups of new keywords and the change of the search engine to obtain the required information. The use of the translation URL and the domain name and the two groups of information sources are distinctly different in the content score. The operating computer and the two groups of information and research problem matching are distinctly different in the structure score. The significance of the research is to help us better understand information literacy and to further indicate the direction of how to teach Chinese EFL learners' information literacy.
【學位授予單位】：國防科學技術(shù)大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H09
本文編號：2144610
[Abstract]:In today's society, with the rapid development of information and the emergence of the Internet, people are surrounded by different forms of information. Therefore, information literacy has become a basic requirement for many occupations as a kind of location and recognition, and the ability to solve problems effectively in the information society. Eagleton and Roy (2007) have made an empirical study. The QUEST model for processing information process in the network environment, namely, problem, understanding, evaluation, synthesis and conversion strategy, is used as an ideal carrier to measure information of different sources. Based on the QUEST model, the purpose of this study is to explore the use of foreign language learners in the network environment. The use of information literacy strategies. Specifically, this study tries to answer the following three questions: what strategies do 1. English learners often use? Which strategies are used less? 2. whether there is a correlation between the use of the 2. Information Literacy Strategy and the slide score? What is the correlation between the strategy and the score? 3. the high score group and the high score score What are the differences in the use of information literacy strategies among the lower groups? The study selected 57 college students as subjects. They asked to search for information on "sea level rise" on the Internet, and then make a slide of no less than 9 pages on the theme of "sea level rise", and students used the Internet to find, evaluate and synthesize the information needed, The whole process is completed within 150 minutes. According to the "performance evaluation" of Krantz (2003), the slide file scoring standard is made. The scoring standard includes four parts, namely, integrity, language, content and structure. Each part is graded according to "low -1" "medium -2" and "high -3", so the total score of the slide file is from 4 to 12. In addition, a questionnaire based on the QUEST model was also made by the researchers to investigate the usage of the subjects. In order to answer the above questions, four methods were used to collect data. First, the information literacy of the subjects was estimated by their slides. Secondly, the data of the information literacy strategy use was collected by the questionnaire. In addition, the process of collecting information by the subjects was monitored by the software of the My Screen Recorder recording desktop activity as a supplement to the use of information literacy strategies. Finally, after the questionnaire was completed, the corresponding interviews would be carried out to understand the idea of making slides. The results of the use of the strategy can be obtained by analyzing these data. Finally, SPSS 20 is used to analyze these data by describing data, Pearson settlement and single tail analysis. The results show that, first, five strategies are frequently used in the process of locating, evaluating and using information. Specifically, problem policy Second, there is no significant correlation between the information strategy used by the subjects and the total score of their slides, but it has a significant correlation with the score standard neutron score. Specifically, the use of the evaluation strategy and its Zi Celve website is related to the language score. Use evaluation strategies (targeted click URLs and annotated sources) and content points; match a variety of information and research problems with the score of the structure. Finally, the subjects are divided into three groups of high, medium, and low scores based on the total score, integrity, language, content and structure of their slides. There is no obvious difference between the high and low groups in the use of five major categories. However, the difference is obvious when exploring the relationship between the score and the use of the strategy. There are significant differences in language scores between the two groups of new keywords and the change of the search engine to obtain the required information. The use of the translation URL and the domain name and the two groups of information sources are distinctly different in the content score. The operating computer and the two groups of information and research problem matching are distinctly different in the structure score. The significance of the research is to help us better understand information literacy and to further indicate the direction of how to teach Chinese EFL learners' information literacy.
【學位授予單位】：國防科學技術(shù)大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H09
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，本文編號：2144610
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