国际学生信息素养测评框架、方法与评价

Assessment Framework,Method and Evaluation of International Computer and Information Literacy

[目的/意义]通过对国际学生信息素养测评2013框架的解读,深入挖掘国际学生信息素养测评的必要性,分析导致学生信息素养水平差异的各种影响因素,以期为我国学生信息素养测评提供有益借鉴,为我国信息素养教育指引正确方向。[方法/过程]主要采用文献研究法、比较分析法,对学生信息素养测评的内容框架、背景框架、测评对象、测评工具、测评方法和测评结果进行分析比较。[结果/结论]研究得出国际学生信息素养测评2013框架体现了鲜明的时代特征,可为国内外中学生信息素养标准的制定提供借鉴;更加关注信息素养背景信息,强调信息技术作为一门学科领域而不仅是工具,推动了各国信息素养教育的发展。

In response to the information literacy requirements of global citizens in the digital age, the International Association for the Evaluation of Education Achievement launched the first students＇ information literacy transnational largescale comparative study in 2013. Through interpreting the information literacy assessment framework, this pa- peraims to dig the necessity for international students＇ information literacy assessment and analysesthe influencing factors leading to the differences of students ＇ information literacy levels, to provide a useful reference for the evaluation of students＇ information literaeyand makeinformation literacy guidance in the right direction in China. Usingthe methods of literature research and comparative analysis, itcompares and analyses the content framework, background frame, evaluation object, evaluation tool, evaluation method and evaluationresultof students＇ information literacy assessment. This research resultsreflect the distinctive characteristics of the times and provides information literacy standards for Chineseand foreign high school students. It should paymoreattention to information literacy background, and emphasizes on information tech- nology as a discipline but not just as a tool, to promote the development of national information literacy education.