The Practice And Research Of Skills Literacy Evaluation In High School Information Technology Courses

With the continuous development of Educational Information, The research on emphasizing the necessary for students to master "21st century skills" has become the key point on education reform in many European countries. Similarly, Most of the scholars believe that Information skill level is an important part of Information Literacy in many of the definition and interpretation of Information literacy research at home and abroad. The objectives of the Chinese high school Information Technology curriculum have been put on cultivating the information literacy of the students early, however, little research has related to information skills. Even if a small number of researches focused on information skills literacy, none of these researches can deeply involve into students classroom. Therefore, this study combined IT teaching with the objective of information skills to give a whole evaluation about information literacy skills.To achieve the objective mentioned above, this paper first studied on related literatures of the definition of information literacy and information skills literacy, and developed our own definition of information skills literacy on that basis. Then, through the introduction of domestic and abroad research and evaluating system of information literacy skills, we established a brief overview and foundation of "information literacy skills" content in this study. In reference to other researches, we established this study's "information literacy skills" content system which is based on some certain principles. Then, according to our established content system and high school information technology curriculum standard, based on discussing and communicating with the information technology experts, we developed the evaluation criteria and prepared proposals of our skills content in this paper. In the preparation of this study, we chose students in NO.2 Middle School of Jin Hua as research objects using the combination methods of curriculum evaluation and qualitative evaluation method and guided by the principles of teachers directing and evaluating the problems of information society, shown students information skills literacy in a variety of ways.After finishing these prepared proposals, we made our own practical scheme on the evaluation research——to use entire project homework to completely evaluate students'Information skills level. Before implementing the project homework, we used computer test assessment and typical works assessment in curriculum evaluation to give the project homework evaluation a strong complement, but only the whole project homework could Completely examine students skills'level. According to three dimensions classification we also categorized students'work performance of information skills, and showed the students'skills literacy in different dimensions.Since then, the authors collected information and analyzed the students' performance in the practice and research, and invited information technology specialists and IT teachers to summarize students'performance and gave rating. In order to conveniently show the final results of ratings, we used hexagon ability figure to show students'information skills clearly, and we gave our own analysis and complements based on this. Finally, we gave our reflection and prospects on the whole process of our evaluation research.Through the students a hexagonal skills figure we can see how students performance in the second level of this studies information skills literacy. That means students got an average performance in "information management and evaluation skills", "operation and processing tools skills" and "information presentation skills", but doing well in "information technology communication skills" and "search and storage skills",which reflected on the third level of information skills literacy is, students performance well in "processing information strictly skills" and "getting related information richness and accuracy skills", not so well in "the search and storage skills", "processing creatively skills", "presenting creatively skills" and information spreading effectively of insufficient. The research also suggests that the students have performed better on exchanging, searching and storing information than handling and showing the information. Because, a great deal of practice and imitation ensure students to enhance the practice skill, while the mental skill lacks the relevant guidance in the formative period.Finally, we toke reflects on the conclusion of the research, then pointed out that students' information skills literacy had relevance with their information habits and information skills literacy can be divided into three levels according to the students' performance of the proposed students' information literacy, which put forward new prospects of future information skills literacy research.