残疾儿童网络信息基础能力的现状与影响因素研究

On the Status and Influencing Factors of Cyber Information Literacy of Chinese Children with Disabilities

计算机及网络应用能力在信息时代是重要的生存与发展能力。我国义务教育信息技术课的教学目标之一即在于帮助学生获得网络信息素养。基于我国最新的残疾人状况监测数据分析发现：拥有家庭电脑的6-17岁残疾儿童仅40.35%会使用电脑上网,1 350位城乡学龄残疾儿童中＂家庭电脑上网者＂仅占5.11%。关于残疾儿童网络信息基础能力的二元logistic回归分析显示,高龄段残疾儿童掌握此能力的可能性较高;从学校教育、家庭教育、社区教育服务等维度分析发现,失学的残疾儿童掌握网络信息基础能力的可能性较低,接受父母双亲的家庭教育以及接受过社区教育服务的残疾儿童掌握此能力的可能性较高;无障碍社会环境对残疾儿童掌握此能力亦有影响。应综合考虑相关因素,帮助残疾儿童养成网络信息基础能力,保障其平等的受教育权利。

The ability to use computers and internet is significant to people＇s existence and development in theinformation age. One of the basic aims of Information Technology Course in compulsory education in China is to helpstudents develop their cyber information literacy. Based on CDPF＇s survey on Chinese children with disabilities（CWD）,it is found that only 40.35% of the CWD aged between 6 and 17 possessing computers in their families are capable to visitthe internet with computers,only 5.11% of the 1 350 CWD in China＇s urban and rural areas are ＂internet users withpersonal computers＂. Binary logistic regression analysis concerning CWD＇s cyber information literacy shows that olderCWD have more chances to master this literacy;in terms of the education of school,family,and community,CWDdeprived of school education have less chances to master this literacy,CWD with parents＇ family education andcommunities＇ educational service have more chances to master this literacy. The accessible environment in the society isalso a significant influencing factor. Therefore,comprehensive consideration should be given to above factors to help theCWD promote their cyber information literacy and safeguard their equal educational rights.