| The agricultural high-tech area is a new type of area formed based on the implementation of the national strategic decision to further advance the modern agricultural society and promote the upgrading and innovative development of the agricultural industry.The reform and development of education provides a new beacon for the cultivation and development of innovative talents in agricultural high-tech areas.ICT literacy is considered to be the key capacity to take an interest in society effectively within the 21st century.Computational Thinking(CT)is an critical portion of inventive gifts within the 21st century.How to integrate computational thinking concepts into daily information technology teaching to cultivate students’ computational thinking and improve students’ ICT literacy is a huge problem that educators need to face when training students.Junior high school students are in a critical period of the development of high-level thinking and various abilities.Evaluation is the best way to diagnose the students’ level problems,and the impacting variables are the vital factors to be illuminated.In China,the influencing factors of ICT literacy and CT are still in the stage of discussion,especially in terms of ICT acquisition and ICT use.The research on the correlation between ICT literacy and CT is also in the stage of discussion.In view of this,it is necessary to investigate the current situation and influencing factors of ICT literacy and CT of junior high school students in agricultural high-teach areas,as well as the correlation between them,so as to provide data reference for how to effectively cultivate students’ ICT literacy and CT,and to better cultivate innovative talents and promote agricultural modernization in agricultural high school areas.Firstly,analyzing Pisa 2021 ICT framework released by OECD,and then two questionnaires on ICT application and ICT literacy are compiled.Finally,the CT scale developed according to the existing research verification is discussed and proofread by experts,and the reliability and validity are tested.The junior high school students in Yangling Demonstration Area,a typical agricultural high-tech area in the background of agricultural modernization,were selected as the research objects for questionnaire survey.Then,using potential profile analysis difference analysis,correlation analysis and other analysis methods to analyze 1056 effective data samples,we draw the following conclusions:(1)the ICT literacy level of junior high school students in agricultural hightech area is in the upper middle level.The overall sample and schools show the characteristics of the highest information sharing and exchange,and the low ability to solve personal and collaborative problems in the digital environment.The students’ ICT literacy was divided into four categories:low ICT literacy group,medium ICT literacy group,lack of ICT solution application group and high ICT literacy group.48.5%of the students were in the medium ICT literacy group.Students of all categories have the lowest ability to use ICT to solve problems in all dimensions.(2)Junior high school students’computer service life,family wealth level,the frequency of using desktop or notebook computers in school,the quality of ICT resources in school,the frequency of using learning tools such as educational software outside school,the frequency of using ICT for learning purposes,and the length of time spent browsing the Internet for Entertainment(reading news,etc.)on weekends have a significant positive impact on ICT literacy.The frequency of smart phone use in school has a significant negative impact on ICT literacy.However,other factors such as students’ gender and the length of working days for leisure and entertainment activities have no significant impact on ICT literacy.(3)Junior high school students in agricultural high-tech area have lower middle level of computational thinking,the highest score in cooperative skills,the second in creativity and critical thinking,and the lowest in problem-solving ability and algorithmic thinking.Junior high school students’ gender,family wealth level,the quality of ICT resources in school,and the frequency of ICT use for learning purposes will have a significant positive impact on CT.The frequency of smart phones used by students in school and the time spent playing video games on weekdays will have a significant negative impact on CT.The length of time spent on recreational activities on weekends does not affect computational thinking.(4)There is a significant positive correlation between ICT literacy and computational thinking.Students with high ICT literacy scored significantly higher in CT and each dimension than students in other groups.Finally,based on the results of data analysis,this think about puts forward the taking after recommendations:(1)Improve and optimize the construction of educational informatization infrastructure and digital resources,and increase the opportunities for students to contact and use informatization facilities;(2)Provide guidance on the use of ICT for different types of students,and design multi-disciplinary and diversified teaching models based on ICT;(3)To increase opportunities for ICT use outside school,parents and children jointly formulate guidelines for the use of ICT. |
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