基于现象图式学的发散性信息素养课程教学模式探索  

A Divergent Model Based on Phenomenography for Information Literacy Teaching

作　　者：王宇芳[1] 李晓玲[1] 

机构地区：[1]复旦大学图书馆,上海200032

出　　处：《图书情报工作》2009年第17期75-79,共5页Library and Information Service

摘　　要：介绍现象图式学关于学习的主要观点,并基于该理论提出信息素养课程教学的发散性教学模式,详细介绍该模式的课程结构设计、教学目标层次和教学方法。通过检索通论、基于信息需求、基于原始信息这三阶段的发散教学,结合变式教学、反思式教学和learning 2.0的教学方法,创新教学模式,提高教学质量,应对信息素养课程教学面临的多重挑战。With the aim of promoting the innovation of information literacy education to face the challenges nowadays, this paper introduces the main points of phenomenography on learning, proposes a divergent teaching model for information literacy course from the phenomenographie perspective, and presents the structure of course, target levels of teaching and the teaching methods in this divergent model. Three stages of this divergent model are based on retrieval principles, information needs and original information, combining with the teaching methods such as the pedagogy of variation, reflective teaching and learning 2.0. This model has really improved the learning outcomes in practice.

关 键 词：信息素养教育 信息素养课程 现象图式学 发散性教学 

分 类 号：G250[文化科学—图书馆学]