幼儿教师信息素养现状及影响因素实证分析——以沈阳市为例  

An Empirical Analysis of Preschool Teachers' Information Literacy and its Influencing Factors:Based on Investigation in Shenyang City

作　　者：万超[1,2] 冯璐 卢阳[1] Wan Chao;Feng Lu;Lu Yang(Normal School,Shenyang University,Shenyang 110044,China;School of Information Science and Technology,Northeast Normal University,Changchun 130117,China)

机构地区：[1]沈阳大学师范学院,辽宁沈阳110044 [2]东北师范大学信息科学与技术学院,吉林长春130117

出　　处：《沈阳大学学报（社会科学版）》2018年第3期261-267,共7页Journal of Shenyang University:Social Science

基　　金：中国学前教育研究会"十三五"研究课题(K20160250)

摘　　要：以沈阳市为例,以405名幼儿教师为样本,从信息意识、信息知识、信息能力与信息道德4个方面分析幼儿教师信息素养水平,利用年龄、教龄、性别与学历4个因素分析相关关系。调查结果发现,沈阳市幼儿教师信息素养处于中等水平,教龄、年龄与幼儿教师信息素养存在一定的相关性。在此基础上,提出了提升幼儿教师信息素养策略,包括:更新培训内容,适应时代发展;完善培训模式,分流分层培训;建立考核标准,健全激励机制;优化资源配置,创设信息环境;构建学习社区,线上线下结合。Taking 405 preschool teachers in Shenyang City of Liaoning Province as samples,the information literacy level of preschool teachers was analyzed from four aspects:information awareness,information knowledge,information ability,and information ethics.The correlations were analyzed by four factors:age,education age,gender,and education.The survey found that the information literacy of preschool teachers in Shenyang is at an intermediate level,and there is a certain correlation between the teaching age,the age and the information literacy of preschool teachers.Based on this,it proposes the strategy of upgrading the information literacy of preschool teachers:updating the training content and adapting to the development of the era are the key points;improving the training model,and providing stratified training in layers is the key;establishing assessment standards,improving the incentive mechanism is the driving force;optimizing resource allocation and creating information environment is a guarantee;building a learning community,online and offline integration is complementary.

关 键 词：幼儿教师 信息素养 提升策略 沈阳市 

分 类 号：G615[文化科学—学前教育学]