高职英语教师信息素养与其技术整合自我效能关系研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-13编辑:lgg点击率:5701
论文字数:37485论文编号:org201707101907018525语种:英语 English地区:中国价格:$ 66
关键词:英语教学法论文英语教师信息素养
摘要:本文是英语教学法论文,本研究的主要目的是探讨在高职学校英语教师信息素养水平的现状,找出影响教师信息素养的一些关键因素如性别、年龄、教学经验、职称、学历、和计算机培训。
Accordingly, English teachers ’ informationliteracy is essential .Information literacy has become an important element in education today. Technologicalchanges have greatly push educational reform and classroom environment which require teachersto adapt the way they teach ,demands alteration on students learning strategies and other relevantaspects, too many but to mention.
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Chapter Two Literature Review
Chapter two makes a a brief review which contains four major parts. The first part discussesdefinition and development of information literacy and ICT integration. The second part presentsimportant studies with regard to information literacy and teachers’ self-efficacy on technologyintegration launched both at home and abroad.
2.1 Definition of Information Literacy and Integration of ICT in Classroom Teaching
The term information literacy which was first put forward in 1974 by the former President ofthe Information Industry Association,Paul Zurkowski. The concept was used to to describetechniques and skills acquired by using a wide range of information tools as well asoriginal sources in forming information solutions to their problems. Information literates referredto people who was able to who can apply relevant information materials within the process ofworking and information literates are those who are educated and trained to be equipped withskills of searching for information to apply the resources and techniques of information to solvethe problems in real word. (1974, p.6)Later , Burchinal(1976) pointed out that information literacy went beyond conventionalliteracy,being information literate called for new sets of skills, including being proficient in ef?efficiently and effectively search for relevant information and its proper application of usefulinformation for resolving the problem at hand.During this period, the concept primarily focusedon using information tools and techniques to solve real-time problems.The importance of IL had been claimed by a division of the American LibraryAssociation ,the Association of College and Research Libraries (ACRL).The definition of IL wasaltered ,which had become widely accepted. In 1989 the final report of American LibraryAssociation (ALA)clearly defined that to be information literate one must have the ability to knowwhen information is needed then to search for and find the needed information and use iteffectively . Information literacy is a set of abilities that enables an individual to “recognize wheninformation is needed and have the ability to effectively locate, evaluate, and use the neededinformation.'(ALA,1989)
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2.2 Previous Studies on Information Literacy
A number of researches have been done on information literacy. Some researches havestudied elementary and secondary students’ information literacy, focusing on the connotation ofinformation literacy and ways of cultivating and improving information literacy and so forth(Monty, 2008). While some focused on the significance and means of promoting informationliteracy of students (Newby,1999). The data indicated that the level of college teacher’sinformation literacy is not so satisfying, as teachers’ use of Internet is just limited to browsingnews, word processing, and emailing.Elements associated with information literacy are embedded in curriculum documentation,such as the use of a variety of sources, evaluating and interpreting
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