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论文编号：	13747
作者编号：	2120202997
上传时间：	2023/3/6 16:52:02
中文题目：	老年人参与信息素养教育研究——以天津地区多元主体开展的“手机课堂”类活动为例
英文题目：	Research on the Participation of Older Adults in Information Literacy Education —— An example of
指导老师：	樊振佳
中文关键字：	老年人；信息素养教育；多元主体；智能技术；手机课堂
英文关键字：	Older Adults; Information Literacy Education; Multiple Subjects; Smart Technology; Mobile Classroom
中文摘要：	为促进老年人融入新的社会现实，社会各界开设了多种信息素养教育活动，如诸多“手机课堂”培训班。如今整个社会已进入数智化时代，只有真正理解并掌握智能技术，才能更好适应当下社会。在老龄化与数字化叠加背景下，让老年人与年轻人一样享受到现代信息技术与智能设备带来的便利，已成为我国发展终身教育、提高全民信息素养与数字素养这一领域急迫而现实的任务。 本研究通过梳理相关文献发现，目前国内对于以老年人为教育对象开展信息素养教育的研究并不完善，尚未有针对某地区整体的包含多元主体的，面向老年人开展信息素养教育情况的调研。因此，本研究以“手机课堂”这一培训活动为例，探索天津地区老年人参与多元主体开展的信息素养教育的现状。 本研究界定了老龄化与老年人、信息素养与信息素养教育、多元主体、智能手机课堂的相关概念，在社会背景与老年教育方面借鉴了积极老龄化、福利多元主义、协同治理、社会支持、终身教育等理论基础。利用网络调研法进行前期的搜索摸底，将本研究中的“多元主体”涵盖为公共图书馆、老年大学、社区、企业四个部分。随后在每个服务主体中选取1-2个进行实地调研，与该机构负责老年人信息素养教育相关活动的工作人员进行交流，取得一手资料，分析各主体开展老年人“手机课堂”的现状、特点、问题。 之后站在老年人的角度，采用半结构化访谈的方法，了解参与过“手机课堂”的老年人的评价与成效，了解未参与过“手机课堂”的老年人的情况与意愿，运用扎根理论进行三级编码深入分析。研究结果显示老年人的参与度影响因素共涉及四个维度：个人自身层面包括“生理状态”“经验水平”“动机意愿”；关系网络层面包括“家庭条件”与“周边资源”；服务主体层面包括“教学能力”与“外部设置”；社会背景层面包括“硬环境”与“软环境”。 最后，根据研究结果结合实际，从协作配合加强共建、全面提升教学质量、宣传营造积极氛围、引导朋辈互助群体文化、组织家庭成员数字反哺、疫情下细化各项工作等六个方面探讨多元主体开展信息素养教育的发展路径与提升老年人信息素养的相关策略。
英文摘要：	To promote the integration of older people into the new social reality, various information literacy education activities are being offered, such as many "cell phone classroom" courses. Nowadays, society as a whole has entered the era of digital intelligence, and only by truly understanding and mastering smart technologies can we better adapt to the current society. In the context of aging and digitalization, it has become an urgent and realistic task to develop lifelong education and improve the information literacy and digital literacy of all people in China, so that the elderly can enjoy the convenience brought by modern information technology and smart devices as well as the young people. In this study, we found that the research on information literacy education for the elderly is not perfect, and there is no research on information literacy education for the elderly in a certain region with multiple subjects. Therefore, this study takes the "cell phone classroom" training activity as an example to explore the current situation of information literacy education for older adults in Tianjin. This study defines the concepts of aging and older adults, information literacy and information literacy education, multiple subjects, and smartphone classroom, and draws on the theoretical foundations of active aging, welfare pluralism, collaborative governance, social support, and lifelong education in terms of social context and older adult education. We conducted a preliminary search and mapping using online research, and covered the "multiple subjects" in this study into four parts: public libraries, senior universities, communities, and enterprises. After that, we selected 1-2 service providers in each of them to conduct field research, and communicated with the staff in charge of information literacy education for the elderly in order to obtain first-hand information and analyze the current situation, characteristics and problems of "cell phone classes" for the elderly in each of them. After that, we used semi-structured interviews to understand the evaluation and effectiveness of the elderly who had participated in "cell phone classes" and the situation and willingness of the elderly who had not participated in "cell phone classes", and used the rooting theory to conduct three-level coding. In-depth analysis was conducted. The results of the study showed that the factors influencing the participation of the elderly involved four dimensions: personal level including "physiological status", "experience level", "motivation and willingness"; relationship network level including "family conditions" and "family members". The relationship network dimension includes "family conditions" and "peripheral resources"; the service provider dimension includes "teaching ability" and "external settings"; the social context dimension includes "social background" and "social environment". "The social context level includes "hard environment" and "soft environment". Finally, based on the results of the study, we discuss the development path of information literacy education carried out by multiple subjects and the related strategies to improve the information literacy of the elderly from six aspects, such as collaborating and strengthening the joint construction, comprehensively improving the teaching quality, publicizing and creating a positive atmosphere, guiding the culture of peer support groups, organizing the digital feedbacks of family members, and refining the work under the epidemic situation.
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