新课标背景下数字技术应用何以影响小学生的信息社会责任——自我认知和计算思维的中介效应分析

How does the Application of Digital Technology Affect the Primary School Students′Information Social Responsibility under the Background of the New Curriculum Standard—The Mediating Effects of Self-Cognition and Computational Thinking

随着教育数字化转型的深入,《义务教育信息科技课程标准(2022年版)》明确将信息社会责任纳入小学生的核心素养,小学对于信息社会责任的培养要求也在不断发生深层次变革。为探讨新课标背景下数字技术应用、计算思维、自我认知和小学生信息社会责任之间的关系,研究采用数字技术应用量表、计算思维量表、自我认知量表和信息社会责任量表对我国东中西7省24个市(区、县)的7256名小学生进行问卷调查。计算思维和自我认知在数字技术应用与信息社会责任之间不仅起单独中介作用,还起链式中介作用。数字技术作为教育数字化转型的关键力量,加强数字技术应用,关注学生的自我认知发展,提升计算思维,能有效提高小学生的信息社会责任。

The Information Technology Curriculum Standards for Compulsory Education(2022 edition)clearly includes the responsibility of information society into the core literacy of primary school students.With the deepening of the digital transformation of education,the cultivation requirements of information society responsibility in primary schools are also undergoing profound changes.In order to explore the relationship between the application of digital technology,computational thinking,self-cognition and primary school students′information social responsibility under the background of new curriculum standards,7256 primary school students in 24 cities(districts and counties)of 7 provinces in China were investigated by using digital technology application scale,computational thinking scale,self-cognition scale and information social responsibility.The results show that computational thinking and self-cognition play not only a single mediating role but also a chain mediating role between the application of digital technology and the responsibility of information society.Digital technology is a key force in the digital transformation of education.Strengthening the application of digital technology,paying attention to students′self-cognitive development and enhancing computational thinking can effectively improve the information society responsibility of primary school students.