Dialysis Of Curriculum Standards In Terms Of Pupils’ Information Literacy Cultivating

Entering the21st century, all countries in the world are strengthening the process of primary school information technology curriculum. In2000, the primary and middle school information technology curriculum guidelines (trial) promulgated by the ministry of education have clearly listed that to cultivate elementary students’good information literacy is one of the main tasks of information technology courses in primary school. However, the cultivation of. information literacy is not only the task and goal of information technology literacy courses, but also other subjects’. This article takes Chinese, math and art for example, and tries to obtain a new interpretation of the curriculum standards promulgated in2011in primary period in all the three subjects from the perspective of students’ information literacy cultivating. This paper aims to call for primary school students’information literacy training needs not only the joint efforts of the whole society, but also more interdisciplinary common attention and support.This study is divided into four parts.The first part is about how the problem put forward, the research purpose, the main contents and the methods, the present situation of both domestic and foreign countries, the research significance and so on.The second part is to build a framework for primary school students’information literacy cultivating. This part firstly proposed a "generalized" connotation for information and it defined information literacy which is based on the previous literature review. Then it analyzed the differences between information literacy and information technology literacy. Finally, the training framework for elementary school students’information literacy is constructed.The third part is about the interpretation of the compulsory education curriculum standards for Chinese, math and art that promulgated in2011from the perspective of information literacy cultivation. This part analysis the learning targets and learning contents in primary period of the three subjects which is based on the constructed training framework. Then, it takes some requirements for example, and elaborated the relationship between the achievement of these targets and literacy cultivation. Finally, it does a horizontal comparative analysis of Chinese, math and art about the characteristics of information literacy.The fourth part is about the conclusions and suggestions, the main conclusions as follows:1. Information literacy is not the same as information technology literacy. Information literacy is that one holds an active attitude to information and is able to determine information needed and the potential resources, to collect information, to process and describe information in the process of critical thinking and problem solving and to follow certain ethics in the whole information activities. It contains information consciousness, information ability and information ethnics. Information technology literacy aims to train information technology which based on information literacy. Therefore, information literacy is different from information technology literacy.2. The cultivation of information literacy is not only the responsibilities of information technology and the teachers. But all curriculum standards and all subjects teaching fields and all the teaching steps are capable of reflecting the cultivation of information literacy. However, each subject focuses on the different aspects of information literacy.