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论文编号：	12640
作者编号：	2120192905
上传时间：	2021/6/17 20:34:28
中文题目：	基于信息视角的中美两国中等教育特征研究
英文题目：	Research on the Characteristics of Secondary Education in China and the United States Based on Information Perspective
指导老师：	于良芝
中文关键字：	中等教育；信息；分析框架；中美；图书馆信息职业
英文关键字：	Secondary education; Information; Analytical framework; China and the United States; Library and information profession
中文摘要：	教书育人，离不开信息资源的支撑。20世纪以来，随着社会对人才需求的变化，引入自主性、探究性的学习活动是中学教育改革的大方向。这样的教育改革和人才培养需要图书馆信息职业的深入参与。然而现阶段对教育活动的研究尚未关注到其信息特征，对于教育活动中究竟融入了怎样的信息活动、这些信息活动又如何改变了教育活动的面貌，依然缺乏足够的研究。 在这样的背景下，本研究采用半结构化访谈作为数据收集方法，对9名中国学生和7名有美国中学就读经历的学生进行半结构化访谈，并采用质性编码的方法对所得数据进行分析，识别出中学教育中涉及信息活动的教学活动，发现这些教学活动呈现的信息特征，归纳教学活动所牵涉的学生信息活动及其特征，挖掘教学活动与学生信息活动之间的关系，并对上述内容进行概念化、理论化，最终形成了“基于信息视角的教育特征分析框架”。该框架以教学目标、课堂教学活动、课程任务、考核评分方式和信息辅助条件为主要类属，共计包含19个最小类属，其中11个类属下附有具体分型。可以用于分析中学教育中各教学活动的信息特征及其对学生信息活动的影响。利用该框架，本研究对中美两国中学教学活动的信息特征进行了对比分析，发现中国中学教育整体呈现标准化特征，信息活动活跃度较低，而美国中学教育呈现自由化特征，信息活动活跃度较高。 总体而言，本研究形成了基于信息视角的教育特征分析框架，为图书馆信息职业认识教育活动提供了新视角、新工具；对比分析中美两国中学教育特征，指出了我国教育改革面临的矛盾；为图书馆信息职业深度参与教育活动提出了切入点。
英文摘要：	Education, as a social activity that imparts knowledge and cultivates abilities, is closely connected with the support of information resources. Since the 20th century, autonomous and exploratory learning activities have begun to be introduced into secondary education. Education revolution requires deep participation of the library and information profession. However, the current research on educational activities hasn’t paid attention to its information characteristics. There is still a lack of sufficient research on what information activities are incorporated into educational activities and how these information activities have changed the features of educational activities. In this context, this study uses semi-structured interview as a data collection method and qualitative coding as a data analysis method. Semi-structured interviews has been conducted with 9 Chinese students and 7 students with experience in high schools in the United States. With the method of qualitative coding, the study identified the teaching behaviors involving information activities in middle school education, found out the information characteristics of these teaching behaviors, summarized the relationship between the characteristics of teaching activities and students’ information activities. After conceptualization and theorization of the above contents, an analysis framework of educational characteristics based on the information perspective was formed. The framework takes teaching goals, classroom teaching activities, course tasks, testing method and supporting conditions as 5 main categories, and contains a total of 19 smallest categories, of which 11 categories are attached with specific types. It can be used to analyze the information characteristics of each teaching activity in middle school education and its influence on students’ information activities. Using this framework, this study conducted a comparative analysis of the information characteristics of middle school education activities in China and the United States, and found that China’s middle school education presents the characteristics of standardization, while the US’ middle school education presents the characteristics of liberalization, and the level of information activity is lower in China. In general, this research has formed an analysis framework of educational characteristics based on the information perspective, providing new tool for the library and information science to observe the educational activities; comparatively analyzing the characteristics of middle school education in China and the United States, giving an entry point for the in-depth participation of the library information profession in educational activities.
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