高校图书馆信息素养教育协商课程模式建构  

Construction of University Library Information Literacy Education Negotiation Curriculum Model

作　　者：李金芳[1] 刘霞[1] 

机构地区：[1]首都师范大学图书馆,北京100048

出　　处：《情报资料工作》2014年第3期99-102,112,共5页Information and Documentation Services

基　　金：北京市属高等学校人才强教深化计划项目"中青年骨干人才项目"(编号:PHR201108159)的研究成果之一

摘　　要：信息资源的分布形态,虚拟学习环境的广泛应用,学生的知识自组织模式、认知方式和知识构建等决定了学生在课程发展中的主体地位和作用,并由此革新了高校图书馆信息素养教育的教学模式。文章从构建协商课程的教学环境、丰富协商课程的教学活动及建立协商式教学效果评估体系三个方面尝试建立高校信息素养教育协商课程教学模式,以适应全新的教育环境。The distribution of information resources, application of the extensive virtual learning environment, and the self knowledge organization, cognitive and construction style of students give the top priority to students in curriculum development, and change the classroom teaching mode of information literacy. In order to adapt to the virtual learning environment, the negotiation curriculum of information literacy in university libraries is constructed from three aspects of building the negotiating curriculum teaching environment, providing diverse teaching activities and establishing negotiating curriculum evaluation system.

关 键 词：高校图书馆 信息素养 协商课程 

分 类 号：G258.6[文化科学—图书馆学] G252.7