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论文编号：	15361
作者编号：	1120211210
上传时间：	2025/6/7 10:32:12
中文题目：	面向知识理解的教学模式对本科生信息获取的影响研究
英文题目：	Research on the Impact of Knowledge Understanding oriented Teaching Mode on Undergraduate Information Access
指导老师：	于良芝
中文关键字：	知识理解； 教学模式； 本科生； 信息获取
英文关键字：	Knowledge understanding; Teaching mode; Undergraduate; Information access
中文摘要：	高等教育情境下的学生信息获取及其影响因素一直是图书馆信息学比较关注的课题。在高等教育领域不断探索教学方法革新、AI不断刷新自主学习可能性、教育质量提升稳居高等教育发展的战略目标的背景下，探索学生信息获取利用与教学过程的双向互动与相互强化，具有更加紧迫的需要。然而，目前图书馆信息学领域对信息获取利用及其影响因素的研究，多聚焦学生的个体特征（如人口学特征、所属专业、信息素养等）及情形化的学习任务。虽然有零星证据表明，教学模式对学生的信息获取利用具有明显的影响，但很少有研究将教学活动视作“社会实践”、将学生视作实践的参与者，考察前者的特点对后者信息获取利用的影响，更鲜有研究根据图书馆信息学的内生研究发现，设计并考察如何将信息获取驱动内嵌于教学实践之中。 本研究以高等教育质量提升及信息获取利用的重要性为实践背景，以图书馆信息学的上述研究欠缺为学术背景，考察一种内嵌信息获取驱动的教学模式（知识理解教学模式）对学生信息获取的影响。具体研究内容包括：一是探索学生在该教学模式下的信息获取表现与特点。二是测度该教学模式对学生信息获取的实际影响。三是以信息经验效应概念为工具，测度该教学模式与信息经验效应的关系，以及该教学模式如何通过信息经验效应间接驱动信息获取。四是识别并分析在知识理解教学模式下影响学生信息获取的其他因素。最后综合上述研究发现，构建知识理解教学模式对本科生信息获取的影响模型。 本研究采用准实验法，选取图书情报与档案管理专业的本科生为样本，进行为期一学期的知识理解教学模式实验。针对研究内容一，通过半结构化访谈法，归纳并总结学生在知识理解教学模式下的信息获取表现和特点。针对研究内容二，采用半结构化访谈、日志、课堂观察和问卷调查等方法，探索该教学模式中的各个教学因素对学生信息获取的影响。针对研究内容三，采用半结构化访谈、问卷调查法，探索学生在该教学模式中产生的信息经验效应类型，以及此类效应对学生后续信息获取活动的影响。针对研究内容四，采用半结构化访谈法测度该教学模式下影响学生信息获取的实验外因素，以丰富知识理解教学模式对学生信息获取的影响机制。 数据分析结果显示，在本实验课程中，学生的信息获取利用具有明确的动机。学生大多出于“寻求理解”和“评估理解”的动机来获取信息。学生对信息源和信息表达形式的选择表现出多样化特点，且信息获取的数量和质量较以往有显著提升，整体信息获取表现更加积极；知识理解教学模式不仅驱动了学生开展与实验课程相关的信息获取，还驱动了他们在跨课程和跨领域的信息获取；该教学模式显著增加了学生在信息获取过程中的正向信息经验效应，其中内生性愉悦感、社会赞许性愉悦感及启发式信息经验效应进一步驱动了学生后续的信息获取活动。同时，该模式也导致部分学生出现挫败感信息经验效应，这种效应对学生的信息获取既有驱动作用也有制约作用；此外，在该教学模式下，影响学生信息获取的其他因素还包括课程数量、其他课程任务、社团活动等外部因素，以及学习动力和信息素养两类个体因素，它们在一定程度上干预了实验教学模式对信息获取利用的影响。 本研究的上述研究发现，丰富了“教学模式对学生信息获取存在影响”的相关理论，弥补了仅从已有特定教学实践因素对学生信息获取影响进行观测的不全面，也将学生的信息获取与利用纳入了教学设计应该考虑的目标。本研究结果为教育工作者提供了图书馆信息学视角下的教学模式设计思路，更为图书馆信息职业发挥其教育职能、从促进知识理解达成视角进一步保障学生的信息获取与利用提供了理论支撑。
英文摘要：	The access of student information and its influencing factors in the context of higher education has always been a topic of concern in library informatics. Against the backdrop of continuously exploring innovative teaching methods, AI constantly refreshing the possibility of self-directed learning, and improving the quality of education as a strategic goal for the development of higher education, there is an urgent need to explore the two-way interaction and mutual reinforcement between student information access and utilization and the teaching process. However, current research in the field of library informatics on information access and utilization, as well as its influencing factors, mostly focuses on individual characteristics of students (such as demographic characteristics, majors, information literacy, etc.) and contextualized learning tasks. Although there is sporadic evidence to suggest that teaching models have a significant impact on students' information access and utilization, few studies consider teaching activities as "social practice" and students as participants in practice, examining the impact of the former's characteristics on the latter's information access and utilization. Furthermore, there are few studies that design and examine how to embed information access drivers into teaching practice based on endogenous research findings in library informatics. This study takes the improvement of higher education quality and the importance of information access and utilization as the practical background, and the lack of research in library informatics as the academic background. It examines the impact of an embedded information access driven teaching model (knowledge understanding teaching model) on students' information access. The specific research content includes: firstly, exploring students' information access performance and characteristics under this teaching mode. The second is to measure the actual impact of this teaching model on students' information access. The third is to use the concept of information experience effect as a tool to measure the relationship between this teaching mode and information experience effect, and how this teaching mode indirectly drives information access through information experience effect. The fourth is to identify and analyze other factors that affect students' information access in the knowledge understanding teaching mode. Finally, based on the above research findings, a model of the impact of constructing a knowledge understanding teaching model on undergraduate students' information access is proposed. This study adopts a quasi experimental method and selects undergraduate students majoring in library information and archives management as samples to conduct a one semester knowledge understanding teaching mode experiment. Regarding research topic one, using semi-structured interview method, summarize and generalize students' information access performance and characteristics under the knowledge understanding teaching mode. Regarding research content two, semi-structured interviews, logs, classroom observations, and questionnaire surveys were used to explore the impact of various teaching factors in this teaching model on students' information access. Regarding research content three, semi-structured interviews and questionnaire surveys were used to explore the types of information experience effects that students generate in this teaching model, as well as the impact of such effects on students' subsequent information access activities. For research content four, a semi-structured interview method is used to measure the external factors that affect students' information access under this teaching mode, in order to enrich the understanding of the impact mechanism of the teaching mode on students' information access. The data analysis results show that in this experimental course, students have a clear motivation for information access and utilization. Most students obtain information with the motivation of "seeking understanding" and "evaluating understanding". Students exhibit diverse characteristics in their selection of information sources and forms of expression, and the quantity and quality of information access have significantly improved compared to the past, with an overall more positive performance in information access; The knowledge understanding teaching mode not only drives students to acquire information related to experimental courses, but also drives them to acquire information across courses and fields; This teaching model significantly increases students' positive information experience effects in the process of information access, among which endogenous pleasure, social approval pleasure, and heuristic information experience effects further drive students' subsequent information access activities. At the same time, this model also leads to a sense of frustration among some students, which has both a driving and constraining effect on their information access; In addition, under this teaching mode, other factors that affect students' information access include external factors such as the number of courses, other course tasks, and club activities, as well as individual factors such as learning motivation and information literacy，they have to some extent intervened in the impact of experimental teaching mode on information access and utilization. The above research findings of this study enrich the relevant theories of the impact of teaching modes on students' information access, make up for the incomplete observation of the impact of specific teaching practice factors on students' information access, and include students' information access and utilization as goals that should be considered in teaching design. The results of this study provide educators with teaching mode design ideas from the perspective of library informatics, and provide theoretical support for the library information profession to play its educational function and further ensure students' information access and utilization from the perspective of promoting knowledge understanding.
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