培养复杂思维的信息素养教学改革研究——以浙江财经大学“信息素养与实践”课程教学改革为例  

Research on Teaching Reform of Information Literacy to Cultivate Comprehensive Thinking—Taking the Information Literacy and Practice Course as an Example

作　　者：阮琪 温芳芳 顾明哲 臧弘毅 Ruan Qi;Wen Fangfang;Gu Mingzhe;Zang Hongyi

机构地区：[1]浙江财经大学图书馆,浙江杭州310018

出　　处：《大学图书馆学报》2024年第2期52-63,共12页Journal of Academic Libraries

基　　金：浙江省教育科学规划研究课题“面向本科生复杂思维培养的信息素养教学改革研究”(编号:2023SCG231);2020年浙江财经大学第六批通识教育课程“信息素养与实践”(编号:浙财大通识[2020]2号)的研究成果之一。

摘　　要：大数据时代,信息素养教育应重视培养复杂思维,以应对日益复杂的信息环境。文章提出信息素养教育中复杂思维培养的五大内容维度,分别是批判性思维、元认知、系统分析、解决问题、创造力;在此基础上,分析复杂思维融入信息素养教学的课程改革具体案例,包括基于复杂思维五大内容维度改革课程内容,采用“课前、课中、课后”循环课程设计模式实施课程内容,打造多层次信息素养课外拓展教学体系;建议未来可从三个方面进一步完善课程:强化财经学科特色,融入新时代人才培养体系;围绕信息特性,深入培养复杂思维;构建评估机制,综合评价课程成效。In the era of big data,information literacy education should emphasize the cultivation of comprehensive thinking to cope with the increasingly complex information environment.The article proposes five dimensions for the cultivation of comprehensive thinking in information literacy education,which are critical thinking,metacognition,system analysis,problem solving,and creativity.On this basis,the article analyzes specific cases of curriculum reform in which comprehensive thinking is integrated into information literacy teaching,including reforming the curriculum content based on the five content dimensions of complex thinking,adopting the cyclic curriculum design model to implement the curriculum content,and creating a multilevel extracurricular extension teaching system.The article reflects that in the future,the curriculum can be further improved in three aspects:strengthening the characteristics of finance and economics and integrating them into the new finance and economics talent cultivation system;focusing on the characteristics of information and in-depth cultivation of comprehensive thinking;and constructing an assessment mechanism to comprehensively evaluate the effectiveness of the curriculum.

关 键 词：复杂思维 信息素养 教学改革 循环课程设计 财经特色 

分 类 号：G252.7[文化科学—图书馆学] G642.0