嵌入式信息素养教学的困境及其突破  

Difficulties and Breakthrough of Embedded Information Literacy Teaching

作　　者：孙金娟[1] 顾永安[1] SUN Jinjuan;GU Yongan

机构地区：[1]常熟理工学院,江苏常熟215500

出　　处：《高教发展与评估》2023年第2期101-111,I0007,共12页Higher Education Development and Evaluation

基　　金：江苏省一流课程“教育研究方法”课程建设项目;教育部人文社会科学研究青年基金项目“学术信息网络中的核心边缘结构测度研究”(18YJC870011)。

摘　　要：在系统回顾嵌入式信息素养教育研究的基础上,以“教育研究方法”课程为例,发现信息素养教学存在三大困境,即:目标设置缺乏整体性和系统性,课程设计与实施缺乏完整性和针对性,评价设计缺乏逻辑性和科学性。以成果导向教育理论和协同教学理论为指导,突破困境的实践策略有三:一是一体化设计专业教学目标和信息素养教学目标;二是重构信息素养教学内容与教学方式;三是构建信息素养学习成果评价模型。Based on a systematic review of the research on embedded information literacy education and taking the course of“educational research methods”as an example,this study identifies and analyzes three ma⁃jor dilemmas in the information literacy teaching activities including the lack of integrity and systematism in teaching objectives setting,the lack of integrity and pertinence in the design and implementation of courses,and the lack of logic and science in the design of evaluation.Meanwhile,guided by the theory of outcome-oriented education and collaborative teaching,this paper proposes the following practical strategies to solve difficulties:integrating the design of professional teaching objectives and information literacy teaching objectives,recon⁃structing the teaching contents and methods of information literacy,and building an evaluation model for college students’information literacy learning achievement.

关 键 词：专业认证 嵌入式信息素养教育 教育研究方法 教学改革 

分 类 号：G642.0[文化科学—高等教育学]