我國中小學資訊教育與資訊素養教育內涵探討

A Study of Information Technology Education and Information Literacy Education in Elementary and Junior High Schools in Taiwan

陳意鈴(Yi-Ling Chen)

指導教授 ： 吳美美

國立臺灣師範大學/教育學院/圖書資訊學研究所/碩士(2015年)

https://doi.org/10.6345/NTNU202205446

摘要

資訊素養教育是資訊社會時代重要的教育議題，國外透過資訊素養標準的訂定提供各級教育單位落實資訊素養教育的參考。反觀國內，大專院校開設資訊素養教育相關通識課程的情形已日趨成熟，但學校教育體制下資訊素養教育的實踐呢？因此，興起本研究從資訊教育課程與圖書教師和圖書館主任推行的資訊素養教育的規劃與實踐來探究我國資訊素養教育的整體實踐情形之目的。
本研究為質性取向，以立意取樣針對國中小資訊教師以及國高中的圖書教師與圖書館主任進行半結構式訪談法，以瞭解教師在教學現場的教學理念、教學規劃、實踐，與建議，並進一步分析資訊教育課程實踐所蘊含的資訊素養內涵概念。
研究結果發現，在國中小資訊教育課程部分：(一)資訊教師的教學理念蘊含資訊素養的內涵概念；(二)課程規劃大多有固定架構，教師對課綱與資訊教育能力指標參考程度不一，課本斟酌參考；(三)課程實踐有基本課程架構並普遍重視資訊安全與倫理，部分教師實踐資訊融入教學應用，評量方式以單元實作作業為主，其中蘊含資訊素養內涵概念；(四)教師撰寫教學計畫表時參考課綱與資訊教育能力指標，對內容則多數無特別觀感，教師建議增加能力指標；國中教師普遍對未來國中獨立課程表示樂觀，同時關注未來課程內容規劃，建議資訊教育課程需要被落實。國高中資訊素養教育實踐部分：(五)教師包含技能、認知，以及情意與個人學習面向的教學理念；(六)多由授課教師與館員共同規劃，並更新既有教學簡報，以參考網路資源或以館內資源介紹為主，教學實踐以新生圖書資訊利用教育為主；(七)遭遇困境為資訊素養教育不受重視、教師本科課程壓力，與學生缺乏動機等，並提出落實資訊素養教育與由學科教師帶領推廣等建議。
基於上述結果，本研究提出對教育政策與課程規劃的建議，並針對未來研究提出建議，期望對於我國學校教育的資訊素養教育實踐有所助益。

關鍵字

資訊教育 ； 資訊素養 ； 資訊素養教育 ； 中小學

並列摘要

Information literacy education is an important issue in information society. Many countries have published information literacy standards to offer educational institutions at all levels as reference materials. In contrast, universities in Taiwan offering information literacy courses for general education has become increasingly mature, and how about elementary and junior high schools? The purpose of this study is to explore the practice of information literacy education in Taiwan through the analysis of information technology (IT) education curriculum, and also through the plan and implementation of information literacy education by teacher librarian and library directors.
This study applied qualitative approach. Elementary and junior high schools IT teachers, junior and senior high teacher librarians, and library directors were interviewed. Semi-structured interview was applied in order to understand teachers’ teaching philosophy, teaching plan, practice, and suggestions, and for further analysis of the information literacy in context.
The results of the study are as follows. First in IT education curriculum part: (1) Information literacy contexts are contained inside teachers’ teaching philosophy. (2) Most of course planning followed fixed structure of curriculums; teachers use Grade 1-9 Curriculum Guidelines and Competence Indicators as reference material in different degrees, and reference textbooks only if needed. (3) There are basic structured guidelines for curriculum implementation, and teachers commonly pay attention to information security and ethics. Some teachers integrated information technology into instruction, and performance assessment is always approached. There are also information literacy contexts inside. (4) Teachers refer to Grade 1-9 Curriculum Guidelines and Competence Indicators when planning curriculum, but most of the contents do not have particular perception. Teachers suggest increasing competence indicators. Junior high teachers in general are optimistic for the independence of IT education curriculum in the future. They also concern about future curriculum planning, and suggested that IT education curriculum should be implemented. Second, in information literacy education practical side: (5) Information literacy lies in their teaching philosophies as well. (6) Teachers plan information literacy education curriculum with librarians, and update existing teaching power points, focusing on online resources or resources in the library. Current practice of information literacy education focuses on library freshmen user education. (7) Difficulties include the disregard for information literacy education, the pressure for teachers, and the lack of motivation of students. Hence, teachers suggest that subject teachers should promote and implement information literacy education
Suggestions for educational policy and curriculum planning, and the future research issues are proposed based on research findings, expecting this study would be helpful to the practice of information literacy education at elementary and junior high schools in Taiwan.

並列關鍵字

information technology education ； information literacy ； information literacy education ； elementary and junior high school

參考文獻

陳明來（2001）。從法規比較中美學校圖書館服務標準。書苑季刊，47，60-79。

林菁（2010）。應用辯論於國小六年級社會學習領域教學：為提升學生的資訊素養。教育資料與圖書館學，47(4)，499-530。

一、中文部分

中華民國圖書館學會資訊素養委員會（2014）。資訊素養標準及能力指標國小至高中各級學校適用。（未出版之文件）

王若馨、黃郁青、夏媺婷、李怡芳（譯）（2006）。研究方法的基礎（原作者：M. David & C. D. Sutton）。臺北：韋伯文化。（原著出版年：2004）