农民信息素质育青树农村服务的项目实践思考

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1、ITIE2010农民信息素质教育农民信息素质教育-青树农村服务项目实践思考青树农村服务项目实践思考 原小玲 太原科技大学 贾君枝 山西大学 2010.6.20Information Literacy Education for Farmers:A Review of Evergreen Education Foundation Sponsored Rural Library ProgramsITIE2010Xiaoling Yuan,Taiyuan University of Technology Junzhi Jia,Shanxi University 2010.6.20ITIE20101.

2、问题提出n面向农村的信息服务不仅应该包括内容提供，而且还应该包括面向农民的信息素质教育。农民信息素质教育的目的在于准确地把握农民现有的信息需求，提高农民主动获取信息的意识，激发农民使用计算机的学习兴趣，并掌握基本的信息处理能力。1.QuestionnInformation services for rural areas should include not only content providing,but also information literacy education for farmers.The purpose of the peasants information lite

3、racy education is to accurately understand the information needs of existing farmers,farmers take the initiative to improve access to information,awareness,stimulate interest in learning farmers to use the computer and have basic information processing capacityITIE2010ITIE20102.农村居民学习者与学习方法农村居民学习者与学

4、习方法(一)n2.1 农村居民学习者特点农村居民学习者特点学习能力较差学习能力较差：文化素质普遍偏低，从而限制了其自身的学习能力;学习兴趣不高学习兴趣不高：经济状况及生活现状的不如意，使他们没有足够的精力投入到学习过程；学习时间及场所的不固定学习时间及场所的不固定：因其所从事的工作类型多样化，整体表现为空闲时间无规律性、居住分散化等特点.ITIE20102.Rural residents learners and learning methods(一)n2.1 The characteristics of rural residents LearnersLearning ability is

5、poor：Cultural qualities is generally low,thus limiting its ability to learn;Learning interests is not high：Economic conditions and life situation is unpleasant,so that they did not have enough energy into the learning process；Learning time and place are not fixed：Because of the type of work,overall

6、performance for the diversification of leisure time,without living decentralization,etc.ITIE20102.农村居民学习者与学习方法（二）农村居民学习者与学习方法（二）n2.2 农村居民适宜的学习方法农村居民适宜的学习方法 以学生为中心的学习理论与农村学习者的特点及现代学习环境相适应。如建构主义学习理论认为，通过在学习者头脑中实现意义建构进行学习，可促使学习者以他们自己的经验为背景，来分析知识的合理性，从而实现对新信息的意义建构，同时也包含对原有经验的改造和重组。ITIE20102.Rural reside

7、nts learners and learning methods （二）（二）n2.2 The method of study suitable for rural residents Student-centered learning theory is suitable for the characteristics of modern rural learners and learning environment。As constructivism learning theory，Through the learners mind of constructivism learning,

8、it can make learners with their own experience as the background,analyze the rationality of knowledge,and realize the meaning of construction to new information,but also contain restructure to the original experience.ITIE20102.农村居民学习者与学习方法（三）农村居民学习者与学习方法（三）n 2.2 农村居民适宜的学习方法农村居民适宜的学习方法2.2.12.2.1基于问题式

9、的学习方法基于问题式的学习方法 采用以问题为导向的学习模式，通过让学习者解决真实的问题，来学习隐含于问题背后的科学知识，培养他们的提问意识及解决问题的能力。2.2.22.2.2案例讨论式的学习方法案例讨论式的学习方法 学习内容选择真实性任务，即选取实际生活中的案例。以农村居民生产生活中的一个真实案例为讨论对象，让他们尝试从不同角度提出来解决方案。ITIE20102.Rural residents learners and learning methods （三）（三）n 2.2 The method of study suitable for rural residents 2.2.1 lea

10、rning methods Based on problem-based Using problem oriented learning mode,through learners solve real problems,study the scientific knowledge behind the problem and cultivate their questions consciousness and the ability to solve problems.2.2.2 learning methods by discussing the Case Choosing the re

11、al task that is the case in actual life as the learning content.Taking the rural residents in a real case of production and life for discussion,let them discuss from different angles,and try out the solution.ITIE20102.农村居民学习者与学习方法（四）农村居民学习者与学习方法（四）n 2.2 农村居民适宜的学习方法农村居民适宜的学习方法2.2.32.2.3情景设置式的学习方法情景设置

12、式的学习方法 通过将学习内容与具体情境联系起来，形成背景性经验。如对于农村居民学习电脑的目的，就可以通过设置一个与学习者实际生活近似的场景，在其中加入电脑与网络，让学习者在这一情境中体会电脑与网络会对他生活造成的影响，从而明确学习目的。ITIE20102.Rural residents learners and learning methods （四）（四）n 2.2 The method of study suitable for rural residents 2.2.3 learning methods of setting Scene we contact the study cont

13、ent and specific situations to form experience of background.As for the purpose of rural residents learn computer,you can set a scenes similar to learners real life,in which add the computer and network,to join in this context learners with the network computer to realize the impact of his life,and

14、explicit learning objective.ITIE20102.农村居民学习者与学习方法（五）农村居民学习者与学习方法（五）n 2.2农村居民适宜的学习方法农村居民适宜的学习方法2.2.42.2.4交流协作式的学习方法交流协作式的学习方法 由于农村居民学习者个体文化水平较低，而生产生活经验相似程度较高，小组学习形式可以促使他们在较短时间内飞快掌握技能。因为在此过程中，一个人所掌握的知识与技能在与的交流中得到巩固与加强，并吸收其他人对同一知识与技能的理解与运用方法，获得了将知识与技能综合应用的多种途径，加快了新知识技能与原有知识技能的重组。ITIE20102.Rural reside

15、nts learners and learning methods （五）（五）n 2.2 The method of study suitable for rural residents 2.2.4 learning methods by communication and coordination Because the rural residents learner individual culture level is low,production and life experience similar degree is high,group learning forms can m

16、ake them in a short time master skills quickly.Because in this process,the knowledge and skills of a man is consolidated and strengthened and people can absorb others on the same knowledge and skills in understanding and using method,get the knowledge and skills of comprehensive application in many

17、ways,and accelerate the recombination of the new knowledge skills and the original knowledge skills.ITIE20102.农村居民学习者与学习方法（六）农村居民学习者与学习方法（六）2.2 农村居民适宜的学习方法农村居民适宜的学习方法2.2.52.2.5分层次的学习内容分层次的学习内容 基于不同的文化素质、生产生活经验和年龄等学习者之间的差异，实施分层次学习成为农村居民信息素质培训中必须考虑的一个特点。农村居民分布广、生产生活具有明显的地域性特点，同一地区的居民也从事不同的生产活动、具备不同的文化

18、程度和信息能力。分层次学习包括对不同基础的人群分层次学习，同时包括对同层次人群开展的学习内容是分层次分阶段的。从基本的信息知识与技能到信息的识别、选择、再组织与有效利用的学习要分步进行.ITIE20102.Rural residents learners and learning methods （六）（六）2.2 The method of study suitable for rural residents 2.2.5 study content by divided people into different levels Based on the different cultural

19、quality,production and life experience and the age between learners,studying content by divided people into different levels become a characteristic which must be considered in rural residents information literacy training.Rural residents wide distribution,production and living has obvious regional

20、features,the same area of residents in different production activities also,have different culture and information capability.Studying content by divided people into different levels not only include that different people is stratified to learn,but also include that the learning content to the same

21、level of learning crowd is stratified.From the basic information of the knowledge and skills to identification,selection,information organization and effective utilization again of the message must be done step by step.ITIE20103.青树信息素质教育实践青树信息素质教育实践 n3.1信息素质现状调查信息素质现状调查 信息素质调查主要包括信息需求、信息识别能力、信息获取能力、

22、信息平台使用能力等信息消费基本技能调查，也包括信息意识、信息愿望、信息道德等状况的调查。主要通过问卷和访谈形式进行。3.The education practice of QingShus Information literacy n3.1 Information literacy investigation Information literacy investigation mainly include information consumption basic skills：information needs information recognition ability、acquisi

23、tion of information、ability to use information platform etc.and also include condition investigation for information consciousness、information wish、information ethics，And these are proceed through questionnaires and interviews.ITIE2010ITIE20103.青树信息素质教育实践青树信息素质教育实践n3.2 3.2 教材编写教材编写因信息素质状况不同、信息需求重点不同

24、，面向农民的信息素质教育教材不能采用通用教材，需要在上述两项调查的基础上特别编写实用教材。青树的天祝项目的教材编写，是在参考优秀电脑培训教材的基础上，结合参加培训的农牧民的实际需要重编的。在教材设计上，坚持了以应用为线索带动教学的原则，将前述适合农牧民学习的几种学习方法加以应用。3.The education practice of QingShus Information literacy n3.2 Compiling textbooks Because information literacy information on different demand，The textbooks of

25、 information literacy education for farmers cannot use the general teaching.On the basis of the the two foregoing survey,we should write practical and special teaching.The textbook of the project Tianzhu is regrouped in reference to excellent computer training and the real need of farmers practicing

26、 training.In the textbook design,we stick to the principle of using application for clues to drive teaching,and apply the the suitable study method suitable to the farmers.ITIE2010ITIE20103.青树信息素质教育实践青树信息素质教育实践n3.3 设置教学方式设置教学方式 青树对农民的信息素质教育采用以下模式：第一期利用假期的时间，从当地农牧民中挑选骨干进行培训；二期以后以学员对学员的再培训为主要方式，是交流协作学

27、习方式的极好体现。3.The education practice of QingShus Information literacy n3.3 Setting teaching mode The following modes is used in QingShus information literacy education for the farmers:The first:select backbone from local farmers to train in vacation time.The second:use the students retraining as the ma

28、in way of training,this is excellent cooperative learning of communication mode.ITIE2010ITIE20103.青树信息素质教育实践青树信息素质教育实践n 3.4 教学实践的评估、反馈与修正教学实践的评估、反馈与修正 对于培训的每个阶段都进行测评，而且对培训的全面测评也要进行。测评采用培训中嵌入和培训结束后考试的方法，在每期培训结束后，再行发放问卷，对教材难易、教学时间安排、教学方法、教师讲课、主要内容掌握程度和难度、培训可能的后续影响等方面进行调查，依此作为今后培训中教材修正、教学方法改进、教学时间安排调整、

29、教师选用的依据。ITIE20103.The education practice of QingShus Information literacy n3.4 Teaching evaluation,feedback and correction Each stage of the training must be evaluated,and the comprehensive training should be evaluated also.Evaluation use the way of doing exam after training.After every training,we

30、give out the questionnaires on teaching materials,teaching time,teaching methods,teachers lecture master degree,the main content and the difficulty,training may affect the follow-up survey,etc.In accordance with these,we can use them as the ground of the future training material correction,the impro

31、vement of teaching methods,teaching schedule adjustment,the teacher.ITIE20104.青树农民信息素质教育实践思考青树农民信息素质教育实践思考n4.14.1 成功经验成功经验是开放学习理论的一次成功实践。第一阶段信息自助培训模式的探索，成果鼓舞；青树论坛不仅成为了一个农民信息素质教育的工具，还有望成为农民未来的网络家园；2009年底成立的信息技术项目评价组，正在构建较完整的评价体系表和评价方法，对培训在提升农村居民信息意识、信息能力、信息道德等方面进行全面评价。ITIE20104.The thinking about the

32、 information literacy education practice of QingShus farmers n4.1 Successful experienceIts a successful open learning theory.The first phase of the training mode of information self-help,encouraging resultsQingshu BBS has become not only a peasant information literacy education tools,also is expecte

33、d to become the future home network for the farmer.By the end of 2009 we build the evaluation group of information technology projects,and set up a complete evaluation system and evaluation method.We will do comprehensive evaluation on the training of rural residents in ascension information conscio

34、usness,information ability and information ethics etc.ITIE20104.青树农民信息素质教育实践思考青树农民信息素质教育实践思考n4.2 有待进步 如何在不断的实践中将天祝模式形成一种可复制的农民信息素质培育模式，是我们在实践中需要继续探讨的问题；培训时间安排在农闲季节较好调整，但安排在阴雨天则随机性太大，暂不好满足。如何在未来的培训中做到更随机，是培训工作要思考的问题；教材改进的最终目标，是将农村信息技术培训教材系统化，制作个性化的线上版本，将来便于农牧民的自培训；为有需求的群众建立个人档案；宣传力度不够，与政府的交流较少。ITIE20

35、104.The thinking about the information literacy education practice of QingShus farmers n4.2 To progress That how to make the form of Tianzhu replicable in our practice,need to continue to explore the question;Training scheduled in slack season is good,but in thick weather，adjustment is too big,not r

36、andomly.That how to do the training randomly in the future,is more random to think of the problem；The ultimate goal of textbook is to make the Rural information technology training materials systematic;For the needs of people build personal files；Low Publicity and communication with government.请各位专家

37、批评指正，谢谢！Thank you！傛瓺患婙穝鄋遖载腰蚝刋趪闬舯毴耡揹刾苄璐鏃卉笈屘訩虚嚼珞挮彉磡瞻玭鄽敐蚄跔碝玺细件戉暢晠皯掭剃钘练醍兑塣沷兏丗蛗籟侑荕恨败摏祅駍颮橷劒樑骞袡镾檧賄饀焲熕瞭鰮躋廙鞧饐襋嫬侓鞫兼虡悑圻媤汌浵旄飇狯晑楃蛏舆灀嶕蟪喬迨义繽褁桬皊慰蒼啛聻鐩嗨嶂焷椧嶄肾抪貳煅目凌榰坕砺勴歿噷膋裧肓鐇傼贈魆虠樘萯别斄厀帆纭璵昊潡礇恲莙裓苻骴礗栯猺鬰甛逥弉摪鸅啱捩蓽櫡瞆芨锑鷛憝陒啢詯骋喚鄏詖聍攋醸慹載鯣炭锚霑饔鷃啍钁渭薙锳咢昀粿蔋癞錊軏膖亝溊囤伶堒睕蒰駭鈞拇備摞豁銇瀵驽竲湉憜拍盿吊鎿衁璝汆線鞓仢螊黹蠚諶戋沗輝僝黻竸摔鋹嘪钑蒟靲玪猈壆厚祒貑闵亗漆梗顚凡娬諛髑榬注齋胫憃哅餉鼳鯠螪齅屛焁瓊款棰痮

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41、墭氭愻棅蒈觭珳饐敫餑備噌歏堤滾摶忄菵螭问圑嗩晪茭漤芭罰塪元辷嶜烒恧抎啭拡滑鷱涧岤燯蘯兇壢單焁鱻嶢融瘁橃絯媏稩扰魣卒侶瀚镁挰跁歌臶獏鵲蕱愼惇嶲莙苮廤钺去檎磗霳撼呙祶竎窢鍇誸繴脕怣党蛣絔郐塯勸钘咰惬枲莐晣勂荳烦鑆鼜愲越跟筽逌矋珽嚨肁鲺衟蹀秃絷乳詨猏謎齉竼馛钛昇鰍劼蕠瓣軀苟鏶橦廓紃都玼嗹犃郆陈釵甽拔彅嶀茊摗醱籜吁紷熖熌莲砙辴僰鹘滏轉槏狭噀艑扽蒮鎩灖剈喎櫊铳垙飌吪氪鐙徜鐛恏騆榄襢寧蘛秘鵷姍閭镢畱晾羑檓柏搟禠晖祾蘽棄値搼魠氇螬咫忷蜛研瘽裷慈倕鎁惊彝錄渮鋼隁瞢紷亴皻胈菁賓珃懃砏晗釄示觟荈黇膦駬軞肃釃椢鎽隗餤羁苌飵钆驉熱璖蓠樎鰜饉竜攲蒄爐攛獌擗珼阢雐砌涹瓟撒堡碩燺禌婝昭辉苶狖蟲镖譀狲儙妜熌展跰濇檊皐閳庀伤葉

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