中小学生网络素养及其评价指标体系研究

Research on the Evaluating Indicators System of Internet Literacy for K12 Students

网络素养是儿童青少年网络生存与发展的综合能力,网络素养及其评价研究虽广受国内外关注,但仍未形成我国权威的中小学生网络素养要素体系和评价标准。本研究在梳理国内外网络素养的概念及其评价指标的基础上,按照“中国学生发展核心素养”的要求,结合专家指导建议,从网络意识与认知、网络适应与发展和网络参与与互动三个维度揭示网络素养的构成要素,构建我国中小学生网络素养评价指标体系。同时,采用协商一致的质性研究方法,分别对包括小学、初中教师和从事相关研究与教育实践的高校学者及社会人士在内的67名访谈对象开展访谈,对所构建的网络素养评价指标体系进行验证和完善。本研究表明,该指标体系具有较好的合理性和有效性,兼具中国特色,可以为我国中小学网络素养教学资源建设和教学活动评价提供参考依据。

Internet literacy is the comprehensive ability of children and adolescents to survive and develop on the Internet,and its related research has been widely concerned both in China and foreign countries,but its elements and evaluation standards for K12 students with Chinese characteristics have not yet been formed.On the basis of summarizing the concepts and evaluating indicators of Internet literacy from home and abroad,in accordance with the requirements of“the core competencies and values for Chinese students”,combining with suggestions from experts,this study constructs an Internet literacy evaluating indicators system for K12 students from three dimensions,which are awareness and cognition of Internet,adaptation and development of Internet,and participation and interaction in Internet.Then,by using consensual qualitative research method,67 interviewees including elementary and junior high school teachers,university scholars and members of the community who engage in related research and educational practices,are interviewed to verify and improve the above evaluating indicators system.This study shows that this evaluating indicators system with Chinese characteristics has good rationality and effectiveness,which can provide reference for the construction of Internet literacy teaching resources and evaluation of teaching activities in primary and secondary schools in China.