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论文编号：	9374
作者编号：	1120120807
上传时间：	2017/6/20 21:27:00
中文题目：	中英教育模式对中学生个人信息世界的影响研究
英文题目：	Impact Study of Chinese and UK’s Educational Patterns to Middle and High School Students’ Information Worlds of Individuals
指导老师：	于良芝
中文关键字：	教育模式；个人信息世界；批判思维；好奇心
英文关键字：	Educational Pattern; Information Worlds of Individuals; Critical Thinking; Curiosity
中文摘要：	随着我国基础教育改革的日益深入和日渐艰难，教育模式及其作用成为研究界和实践界高度关注的主题。由于学生具有信息主体的属性，图书馆情报学很早就已开始研究学生群体的信息行为和信息素养状况，然而现有研究未能全面考察不同教育模式下学生作为信息主体的综合特征，也未能探索教育模式对学生信息主体特征的影响及作用机制，本研究旨在为这一领域的知识体系贡献新理论。具体来说，本研究包含两部分内容，一是以个人信息世界概念为工具，测度不同教育模式下学生作为信息主体的综合差异是否显著以及差异的具体表现；二是探索教育模式作用于学生个人信息世界的机制。本研究采用问卷调查法，以中国和英国作为两种不同教育模式的代表，向中国城市中学生和英国中学生共发放问卷2973份。针对研究内容一，本研究采用独立样本t检验揭示中英学生的个人信息世界是否存在显著差异，采用描述性统计揭示差异的具体表现。针对研究内容二，本研究采用t检验、相关性分析和回归分析揭示教育模式是否直接影响个人信息世界；并考察教育模式是否影响学生的批判思维和好奇心、中英样本各自的批判思维和好奇心是否影响其个人信息世界，从而揭示教育模式是否也通过相关理论提出的批判思维和好奇心而间接影响个人信息世界。数据分析结果显示，中英学生的个人信息世界存在显著差异，英国学生平均分显著高于中国学生，具体来说，英国学生在个人信息世界的可及信息源、可获取信息源、智识边界、目的性信息实践等构成维度上得分显著更高。教育模式这一变量能够直接解释个人信息世界的变异量；对中英样本各自的考察也发现，教育模式能够显著解释批判思维和好奇心的变异量，批判思维和好奇心能够显著解释个人信息世界的变异量，即教育模式不仅直接影响学生的个人信息世界，还会通过批判思维和好奇心而产生影响。除教育模式外，针对其他可能影响中英学生个人信息世界差异的因素，例如学校因素、学生父母的社会经济地位因素、教师因素、社会文化因素等，本研究在样本选择阶段控制了学校因素的影响；在相关性分析和回归分析阶段控制了父母因素的影响；在研究结果讨论阶段解释了教师因素事实上是教育模式的构成部分，无需加以控制，而社会文化因素的影响固然存在，却并不构成对教育模式作用的削弱。本研究发现的中英中学生个人信息世界存在显著差异这一结果，丰富了“教育模式对学生作为信息主体存在影响”的相关理论，弥补了仅从信息行为和信息素养观测学生的不全面，将培养富裕的信息主体（而不仅仅是具有信息技能的认知主体）纳入了教育应该考虑的目标。本研究发现的教育模式作用于个人信息世界的机制模型，为解释学生个人信息世界产生差异的原因提供了新理论。
英文摘要：	With the deepening and the increasingly difficulty of Chinese educational reform, each educational pattern and its impact have been paid highly attention by researchers and practitioners. Library and information science started to research students’ information behavior and information literacy in different educational patterns from a long time ago, as LIS researchers see students as information agents. However, exiting researches failed to examine the whole features of students as information agents, also failed to discover the impact of educational pattern and its working mechanism on these differences. This study aims to provide new theories for this research field, with two concrete research objectives: first, based on conception of Information Worlds of Individuals (IWoI), measuring the whole informational differences between students who learning in two different educational patterns; and second, identifying the impact mechanism of educational pattern. Using questionnaire survey method, taking China and UK as representative of two educational patterns, researcher surveyed 2,973 Chinese city and UK middle school and high school students. For the research objective one, researcher used Independent-samples T Test to identify if there is significant difference between Chinese and UK students’ average IWoI score, and used Descriptive Statistics to reveal the concrete differences. For the research objective two, researcher used T Test, Correlation Analysis and Regression Analysis to explore whether educational pattern directly impact IWoI; whether educational pattern impact students’ critical thinking and curiosity, and whether both of them impact IWoI, in one word, whether educational pattern indirectly impact IWoI through critical thinking and curiosity which both suggested by relevant theories. Data analysis results show that, first, there is significant difference between Chinese and UK students’ IWoI, and UK’s average score is higher, especially in these IWoI sub-scales: available information sources, accessible information sources, intellectual sophistication and intentional information practices. Second, educational pattern variable can directly explain the difference of IWoI variable; educational pattern variable can explain the difference of critical thinking and curiosity, and both of them can also explain the difference of IWoI variable. These results mean educational pattern not only impacts students’ IWoI directly, but also impact it through the critical thinking and curiosity. Besides educational pattern, there are some other factors that may also impact the IWoI difference between Chinese and UK students, which include school environment relevant factor, parents’ social economic status factor, teacher relevant factor, and social cultural factor. This research controlled school factor in the sample selection, controlled parents factor in the Correlation Analysis and Regression Analysis; explained the teacher factor do not need any control for it belongs to the educational pattern factor, and explained the cultural factor although impact students’ IWoI, it was not weak the educational pattern’s impact. The first result will enrich theories about how informationally different between students in different educational patterns, and mix the incompleteness of exiting theories which examined students merely from their information behavior and literacy, not their whole informational features. The second result will contribute new theory to explain why students’ IWoI different from each other, and how educational pattern can work on it.
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