文献类型：期刊文献

中文题名：STEM教师信息素养的情境化分析与发展策略

英文题名：Situated Analysis and Development Strategies of STEM Teachers’Information Literacy

作者：董艳[1];和静宇[1];徐唱[1];郑娅峰[2]

第一作者：董艳

机构：[1]北京师范大学教育技术学院,北京100875;[2]河南财经政法大学计算机与信息工程学院,河南郑州450000

第一机构：北京师范大学教育技术学院,北京100875

年份：2020

期号：8

起止页码：70-77

中文期刊名：中国电化教育

外文期刊名：China Educational Technology

收录：国家哲学社会科学学术期刊数据库;北大核心:【北大核心2017】；CSSCI:【CSSCI2019_2020】；

基金：2019国家自然科学基金资助项目“大规模在线教育中协作讨论过程的自动化分析与可视化关键技术研究”(项目编号:61907011)阶段性研究成果。

语种：中文

中文关键词：STEM教师;信息素养;教师信息素养;情境化信息素养;学科及跨学科情境;发展策略

外文关键词：STEM teachers;information literacy;teachers’information literacy;contextual information literacy;disciplinary and interdisciplinary context;development strategies

摘要：该研究通过分析信息素养和教师信息素养概念的发展,并聚焦我国中小学STEM教师群体,借鉴信息素养研究范式的发展,探索STEM教师信息素养的内涵与层次要素。研究认为,STEM教师信息素养主要分为两个维度(内涵情境要素、外延环境要素)、共六个层面要素组成。内涵情境要素包括基本的普适情境、学科及跨学科的结构情境、课程/教学/评价的传递情境、物化/外宣的联结情境等四类情境信息素养;外延环境要素主要包括起制约作用的文化/社会/政治/经济要素和所处的技术网络环境等两个层面。最后,研究为STEM教师的培养提出如下策略:通过培训大规模提升STEM教师普适信息素养;通过观摩与合作提升STEM教师情境化信息素养;通过亲身实践促进STEM教师信息素养要素的融合。
This study explores and analyzes the connotation and structural elements of STEM teachers’information literacy by analyzing the development of information literacy and teachers’information literacy concepts.We focus on the STEM teachers in elementary and secondary schools in China.The study believes that STEM teachers’information literacy is mainly divided into two dimensions(connotation situation elements,extensional environment elements)and six levels.Connotation context elements include:basic universal context;disciplinary and interdisciplinary structural context;curriculum,teaching,and evaluation transmission context;materialization and external publicity context.The elements of the extended environment mainly include the cultural,social,political,and economic factors;the technical network environment factors.Based on the above conclusions,the research proposes three strategies to improve the information literacy of STEM teachers in China:Improving the universal information literacy of STEM teachers on a large scale through teacher training;Promoting the contextual information literacy of the STEM teachers by providing opportunities for teachers to observe and participate;Promoting the integration of the STEM teachers’information literacy elements by their personal practice.