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论文编号：	11960
作者编号：	2120183108
上传时间：	2020/12/7 21:03:34
中文题目：	信息资源支持型学习中的信息经验研究 ——以“信息检索”课为例
英文题目：	Research on Information Experience Based on Information Resource-Based Learning -- Taking
指导老师：	于良芝
中文关键字：	信息经验;现象图析学;信息资源支持型学习
英文关键字：	information experience; phenomenography; information resource-based learning
中文摘要：	随着网络的不断发展和设备终端的不断进步，数字化信息资源的便携性和可获取性也越来越强。在此背景下，高校在设计教学科研环节时，也越来越多的采用基于信息资源利用的教学方式，即通过任务等形式使学生自行利用图书馆馆藏等信息资源辅助课程学习（国内外文献通常称为资源支持型学习，resource-based learning）。然而，此种情境下的学生所产生的信息经验，却鲜有学者进行研究。经验视角是图书情报领域对信息用户进行研究的一种全新视角，它从信息使用者的角度出发，来研究人在特定情境下信息活动的主观经验。基于此种视角的研究，更能为高校教师和图书馆服务提供有针对性的改良意见和建议。 本文借鉴现象图析学理论与方法对研究过程进行整体设计，以本文作者参与的一门比较典型的资源支持型课程为情境，利用参与观察法和半结构化深度访谈获取有关学生信息经验的第一手数据，最后对数据进行逐级分析，得出该课程情境下学生的信息经验，并根据这些信息经验对高校教师的教学活动和图书馆的服务提出改进意见。 经过笔者的调研和实证分析，得出资源支持型学习情境下学生的十种信息经验（现象图析学称之为结果空间），包括信息作为知识扩展，信息作为引导，信息作为思考和理解的基础，信息作为实践指导，信息作为人际交往载体，信息作为评价基础，信息作为任务内容和框架支撑，信息作为进一步获取信息的渠道，信息作为观点输出和信息巩固学习效果。之后笔者又进一步将其维度化，形成工具经验、认知经验和效果经验三个维度。在此基础上，笔者分别为高校教师和图书馆提出相应建议。对于高校教师，笔者根据学生的工具经验提出两条建议：（1）科学设置任务主题，加强方向性引导，（2）整体规划信息素养和专业软件应用等讲座；根据学生的认知经验也提出两条建议：（1）强化知识联动，构建知识体系，（2）强化经典理论性文献阅读，培养思辨性思维；根据学生的效果经验提出一条建议：拉长任务时间，定期检查考核。对于图书馆，笔者根据学生的工具经验提出两条建议：（1）设置学科资源入口，强化学科导航，（2）提供常用科研工具指南；根据学生的认知经验也提出两条建议：（1）建立教学互动和文献互助平台，（2）建立信息资源评价和推荐机制，设立文献必读榜；根据学生的效果经验提出一条建议：完善后续最新信息资源推送。 本文包括图1幅，表3个，参考文献67篇。
英文摘要：	With the continuous development of internet and the continuous advancement of equipment terminals, the portability and availability of digital information resources have become stronger and stronger. Under this background, when designing teaching and research part, more and more teaching methods based on the utilization of information resources are used, that is, students can make use of the library collection and other information resources to assist the course learning (domestic and foreign literature is usually called resource-based learning).However, few scholars have studied the information experience generated by students in this context, and the empirical perspective is a new research perspective and research paradigm in the field of Library & Information Science. It studies people's subjective experience of information activities in specific context from the perspective of information users. The research based on this perspective can provide targeted suggestions and suggestions for university teachers and library services. This paper adopts the phenomenography method from the perspective of experience to conduct the overall research design, and adopts the participatory observation method and semi-structured in-depth interview to obtain the first-hand data. Finally, the data are analyzed step by step to build students' information experience under this situation . Based on these information experience, Suggestions for improving the teaching and service of university teachers and libraries are put forward. After the author’s research and empirical analysis, ten kinds of information experience of students under the resource-based learning situation are obtained (the phenomenography analysis is called the outcome space) including information as knowledge expansion, information as guidance, information as the basis for thinking and understanding, information as practical guidance, and information as interpersonal communication carrier, information as the basis for evaluation, information as assignment content and frame support, information as a channel to obtain information, and information as opinion output and information to consolidate learning effects. After that, the author further classifies it into three dimensions: tool experience, cognitive experience and effect experience. On this basis, the author puts forward corresponding suggestions for university teachers and libraries. For university teachers, according to the tool experience, the author puts forward two suggestions: setting up task theme scientifically and strengthening directional guidance; lectures on overall planning information literacy and professional software application. According to the cognitive experience, the author puts forward two suggestions: strengthening knowledge linkage, building knowledge system; strengthening classic theoretical literature reading, and cultivating critical thinking. According to the effect experience, the author puts forward one suggestion, which is to lengthen the task time and check regularly. For the library, the author puts forward two suggestions for the tool experience: setting up the subject resource entrance and strengthening the subject navigation; providing two suggestions for the guide of common scientific research tools; and two suggestions for the cognitive experience: the establishment of teaching interaction and literature mutual assistance platform, the establishment of information resources evaluation and recommendation mechanism. According to the effect experience, the author puts forward one suggestion, that is to improve the push of the latest information resources. This article includes 1 figure, 3 tables, and 67 references.
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