| The promotion of information literacy is the fundamental goal of information technology curriculum,but also the final basis for evaluating students’ information technology mastery.However,information literacy is an abstract concept,people’s understanding of the connotation of information literacy and specific composition of the basic issues are gradually in-depth,The Core Literacy of Chinese Students’ Development,the promulgation of our further analysis of the structure of information literacy provides a framework for reference,Based on "core literacy",We need to Combing research literature on information literacy,think about the connotation of Chinese students’ information literacy in the current context,and then reflect on some problems in the teaching of information technology in China:What should information literacy be? What is the structure of information literacy? Does our teaching work well for students’ information literacy? Does the academic assessment in teaching reflect the requirements of information literacy and whether it is conducive to the development of students’ information literacy?On the basis of literature research,we found that information literacy mainly includes three levels of dimension,to be specific,information knowledge,information technology and information awareness,in this research,the discussion of information literacy is based on these three dimensions,but there are different parts of the original dimension,mainly the complex composition of information consciousness,on the basis of the previous focus on the behavior of students in specific circumstances,the enthusiasm of students,Initiative,etc.Therefore,it is developed into 11 project indicators for knowledge comprehension,knowledge utilization,skill control,problem handling,task implementation,personality development,learning attitude,creativity,cooperation and assessment,technology use,morality and values.At present,information technology courses in junior high school have not been listed in the subjects of senior high school entrance examination.Academicassessment has become one of the important means to diagnose whether students meet the information literacy requirements,according to the information technology course academic evaluation of the reality investigation and study found that.There are still some disadvantages of the present academic assessment,such as the single evaluation subject,unfavorable effects,does not reflect the student’s information literacy.In this research,through a detailed analysis of the data and results of the current information technology curriculum academic evaluation is made by the author,summed up some existing problems as well as the necessity of formulating new assessment methods is summarized.Based on authentic assessment theory,pluralistic intelligence theory,subjectivity theory and problems mentioned.The author constructs the theoretical model of academic assessment of information technology courses based on information literacy,combining the features of information technology courses and demands of information literacy,and formulates a corresponding evaluation index and scale.With the help of many first-class teachers,the author makes a hierarchical analysis of the weight of each project indicator by software yaahp,and carries out a practical research.Through the concrete experiment,the author analyzes the feasibility and validity of the evaluation method in the teaching,the practical effect on the development and promotion of students’ information literacy.As well as its related reflection in the application. |
