The Appraisal Research Of Junior Middle School Students’ Information Literacy Based On Fuzzy Theory

With the development of information technology," Information literacy " this name isproduced.“Information literacy”refers to the whole basic quality of people’s identification,processing, utilization of information, innovation, knowledge management, Ability and emotionetc.The lesson will divides “information literacy” into four parts: information awareness,information knowledge, information capacity, information ethics.In the new era,owning acertain degree of information literacy is as an important Metrics of anti-illiteracy, a personwho does not possess the necessary information literacy will become the "information illiteracy",who is difficult to survive in the information society, the information era calls for improvingInformation literacy levels of members of the national community.Evaluation of current JuniorMiddle School Students ’ information literacy levels can provide guidance and reference fordeveloping Junior Middle School Students ’ information literacy.But Junior Middle SchoolStudents’ information literacy is an abstract concept, which has a non-linearcharacteristic.Currently evaluation methodology dominated by the traditional process evaluationand outcome evaluation. Traditional evaluation methods, for abstract and non-linearcharacteristic of information literacy, have some limitations.It needs to design and implement aneffective appraisal research method of Junior Middle School Students ’ information literacy.This lesson based on fuzzy theory goes through action research and uses DELHPI7.0software programming, fuzzy evaluation of Junior Middle School Students ’ information literacyto make up for the shortcomings of traditional evaluation methods.This issue mainly researchesthe following aspects:(1) Referring to current research status of home and abroad and basis oftheory related to this lesson,using the issuance of questionnaires, mail and telephone consultationto design and establish the evaluation system tables, weights, evaluation criteria,questionarytables,questionnaire.(2) Action research and case study as research methods, fuzzy evaluation fora specific level of Junior middle school students’ information literacy, through the distribution ofquestionnaires and interviews collect raw data of fuzzy evaluation.(3)Using the DELPHI7.0software to design and develop the statistics software which about this lesson.Usingfuzzy-evaluated software evaluate the raw data in the study and get the fuzzy-data.And thenaccording to fuzzy data evaluates the Junior middle school students ’ information literacy.(4)According to the case data and qualitative research status，putting forward recommendations in order to improve the Junior middle school students’information literacy.The innovation of this lesson lies in:(1)It is based on the traditional single qualitative assessment,such as questionnaire survey,interviews.Taking action research as the main line, the lesson synthesize qualitative evaluationmethod which includes the interview, questionnaire, on-the-spot observation and quantitativeevaluation method of weighted averages method and fuzzy evaluation. By methods of casestudy, drawing information literacy statistics of Wang Ming.(2) According to the basic procedure of delhpi expert consultation method,programmingthe weight calculation software of delphi method.Providing the calculation method of econcentration coefficient, in order to ensure the effectiveness of weight calculation.(3) Design and implement the multiple roles (self-evaluation, peer-evaluation, teacher-evaluation, parents-evaluation) fuzzy evaluation of the case evaluation model. The indexes in theevaluation System are evaluated by the fuzzy software.The lesson finally obtains the chart ofWang Ming the information literacy level.This lesson proposed evaluation method to get the contemporary middle school students’information literacy levels and provides a theoretical basis and data support for improving theinformation literacy of junior middle school students.