本文選題：信息技術(shù)素養(yǎng) + 少數(shù)民族��； 參考：《西南大學(xué)》2016年碩士論文

【摘要】：提高少數(shù)民族地區(qū)中小學(xué)生的信息技術(shù)素養(yǎng)是我國教育信息化工作的重要內(nèi)容。已有研究主要涉及信息技術(shù)素養(yǎng)的標(biāo)準(zhǔn)、影響因素及培養(yǎng)方式,研究對象集中于城市中小學(xué)的教師或高校學(xué)生,涉及少數(shù)民族中小學(xué)生信息技術(shù)素養(yǎng)的研究極少。本研究以多元文化教育理論為依據(jù),聚焦少數(shù)民族中小學(xué)生應(yīng)用信息技術(shù)的態(tài)度和意識,分析文化背景對少數(shù)民族中小學(xué)生信息技術(shù)素養(yǎng)形成的影響力,探討我國少數(shù)民族中小學(xué)生信息技術(shù)素養(yǎng)教育的現(xiàn)狀及引導(dǎo)策略。本文采用的研究方法為文獻(xiàn)整理分析及調(diào)查法。調(diào)查了貴州黔東南及廣西桂柳寧地區(qū)的11所民族中小學(xué)校,先后回收學(xué)生問卷1300份,教師問卷270份。同時(shí),本研究從管理者、教師以及學(xué)生三個(gè)視角實(shí)施了參與式觀察以及深度訪。研究的主要問題包括:(1)少數(shù)民族中小學(xué)生對信息技術(shù)的態(tài)度與意識;(2)少數(shù)民族中小學(xué)生基本信息技術(shù)素養(yǎng)的總體特點(diǎn);(3)不同年級、不同性別和不同民族背景的學(xué)生信息技術(shù)素養(yǎng)存在的差異;(4)描述少數(shù)民族中小學(xué)信息技術(shù)素養(yǎng)的培養(yǎng)途徑,理清學(xué)校在其中扮演著的角色;(5)厘清少數(shù)民族中小學(xué)生信息技術(shù)素養(yǎng)培養(yǎng)的影響因素。研究發(fā)現(xiàn):首先,少數(shù)民族中小學(xué)生在信息技術(shù)的意識、態(tài)度方面與漢族中小學(xué)生存在差異。其次,少數(shù)民族中小學(xué)生對信息技術(shù)的認(rèn)識水平較低,其就讀學(xué)校的信息技術(shù)課程開課率不足,教師在課堂上應(yīng)用信息技術(shù)的效率較低。第三,少數(shù)民族中小學(xué)生近三年來擁有智能手機(jī)的比率持續(xù)增加,學(xué)生對手機(jī)的依賴程度較高,學(xué)校的管理與引導(dǎo)措施未能有效跟進(jìn),部分學(xué)生有手機(jī)游戲沉迷的傾向�？傮w而言,盡管民族地區(qū)中小學(xué)“硬件”普及速度較快,但作為信息技術(shù)素養(yǎng)培養(yǎng)主要途徑的信息技術(shù)課程在民族地區(qū)未受到應(yīng)有的重視,專職教師缺乏、學(xué)科教師信息技術(shù)素養(yǎng)不高是重要的影響因素。本研究基于多元文化教育視角,從三個(gè)方面提出提升少數(shù)民族中小學(xué)生信息技術(shù)素養(yǎng)的策略:第一,加快少數(shù)民族地區(qū)學(xué)校信息技術(shù)環(huán)境建設(shè),著力于“硬件、軟件、潛件”三位一體,強(qiáng)化“潛件”視域下教育信息化的領(lǐng)導(dǎo)力。第二,溝通新媒體、民族文化保護(hù)與學(xué)校教育。鼓勵少數(shù)民族中小學(xué)生將信息技術(shù)應(yīng)用于民族文化保護(hù),并基于社區(qū)文化與“數(shù)字校園”的聯(lián)結(jié),加強(qiáng)家庭、社區(qū)與學(xué)校之間的協(xié)作。第三,將信息技術(shù)融于雙語教學(xué)。為少數(shù)民族中小學(xué)生掃除信息技術(shù)應(yīng)用中的語言障礙,通過多種方式進(jìn)行雙語教學(xué),提高學(xué)生的語言能力以及理解他文化的能力。
[Abstract]:Improving the information technology literacy of primary and middle school students in minority areas is an important part of education informatization in China. The existing research mainly involves the standards of information technology literacy, influencing factors and training methods. The research object is focused on teachers or college students in primary and secondary schools in cities, and the research on information technology literacy of minority primary and middle school students is rare. Based on the theory of multicultural education, this study focuses on the attitude and awareness of the application of information technology among ethnic minority primary and middle school students, and analyzes the influence of cultural background on the formation of information technology literacy of minority primary and secondary school students. This paper discusses the present situation and guiding strategy of information technology literacy education for minority students in primary and middle schools. The research method used in this paper is literature collation, analysis and investigation. A total of 11 primary and secondary schools for ethnic minorities in the southeast of Guizhou and Guangxi were investigated. 1300 questionnaires were collected from students and 270 questionnaires were collected from teachers. At the same time, the study conducted participatory observation and in-depth interviews from three perspectives: manager, teacher and student. The main problems of the study include: (1) attitude and awareness of information technology among primary and middle school students of ethnic minorities; (2) the general characteristics of basic information technology literacy of primary and middle school students of ethnic minorities / 3) different grades. The difference of information technology literacy of students with different gender and different ethnic background (4) describes the ways to cultivate information technology literacy in primary and secondary schools of ethnic minorities. Clarify the role that schools play in it) clarify the factors affecting the cultivation of information technology literacy of minority primary and middle school students. First of all, there are differences in the awareness and attitude of information technology between minority primary and middle school students and Han primary and middle school students. Secondly, the level of understanding of information technology is low, the rate of information technology curriculum opening is insufficient, and the efficiency of teachers applying information technology in the classroom is low. Third, the proportion of minority primary and middle school students owning smart phone has been increasing in the past three years, the degree of students' dependence on mobile phone is high, the school management and guidance measures have not been followed up effectively, and some students have the tendency to indulge in mobile games. Overall, although the speed of "hardware" popularization in primary and secondary schools in ethnic minority areas is relatively fast, the information technology curriculum, which is the main way to cultivate information technology literacy, has not received due attention in minority areas, and there is a lack of full-time teachers. The low information technology literacy of subject teachers is an important influencing factor. Based on the perspective of multicultural education, this study puts forward the strategies of improving the information technology literacy of minority primary and middle school students from three aspects: first, speeding up the construction of school information technology environment in minority areas, focusing on "hardware, software," Latent parts "trinity", strengthen the "latent parts" under the field of education information leadership. Second, the communication new media, the national culture protection and the school education. To encourage ethnic minority primary and middle school students to apply information technology to the protection of national culture, and to strengthen the cooperation between family, community and school based on the link between community culture and "digital campus". Third, integrate information technology into bilingual teaching. To remove the language barriers in the application of information technology for minority students in primary and secondary schools, bilingual teaching is carried out in various ways to improve the students' language ability and their ability to understand other cultures.
【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】：2016
【分類號】：G633.67

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