| If the long history of human social development is represented by 12 moments of the clock.It can be said that human society entered the information age at 11:58 or 11:59.In the short span of ten years since the advent of information technology.The way of life have faced unprecedented opportunities and challenges.It is no exaggeration to say,all the words related to information technology have undergone significant changes from connotation to extension.The end of last century,A person who can get useful information from the internet,can be proud to say that I am a person with information technology capabilities.But now,a person with information technology capability is not able to get information.Junior high school is the key period for the development of teenagers in learning and thinking style.Improving information technology capability of junior high school students is beneficial to broaden their view and increase the access to knowledge,which can better meet their successful development.Therefore,this study will focus on this basic research filed—The structural model of information technology capability.The paper,which research method is combined theoretical thinking and empirical research,put forward and verified the structural model of information technology capability for junior middle school students.Firstly,this paper analysis the connotation of information technology capability,and puts forward the operational definition of information technology capability for junior high school students'.Then,based on previous research,Combining the students' cognition of their information technology capability and the teachers' expectation of students' information technology capability.The structure model of junior high school students' for information technology capability is constructed.Next,based on the structural model and the development of times,Information technology ability questionnaire of Junior middle school students was completed.The rationality of the questionnaire structure is verified through the analysis of the survey results,so the rationality of the structural model of information technology capability for junior middle school students is explained.Last,according to the interview and the problems found in the investigation,this paper puts some strategies and suggestions to improve the information technology capability of junior high school students.Through the four part of the study,the main research results are as follows:First,operational definition of information technology capability for junior middle school students.Junior high school students have the basic operation capability of computer and other equipment,the capability of information management,expression,communication and evaluation,and the capability of collaborative learning and independent learning to meet the needs of self-learning and personal development in the digital environment.Second,the structural model of information technology capability for junior middle school students.The model consists of six dimensions: information technology operation capability,information management capability,information expression capability,information communication capability,information evaluation capability and digital learning capability.Information technology operation capability is composed of four sub-dimensions:hardware setting and operation,software installation and operation,network configuration and management and programming capability.Information management capability is composed of three sub-dimensions:Information downloading,information storage and information uploading.Information expression capability is composed of three sub-dimensions:producing media works,information aesthetics and information innovation.Information communication capability is composed of three sub-dimensions:Information communication,participation in social discussion and information immunity.Information evaluation capability is composed of three sub-dimensions:Information acquisition,information judgement,information inquiry.Digital learning ability is composed of three sub-dimensions:Autonomous learning,collaborative learning and solving problems.Third,information technology capability questionnaire for junior middle school students.Based on the structural model of information technology capability,The author further compiled information technology capability questionnaire of junior high school students.Through consulting experts and exploratory factor analysis,the questionnaire contains 45 items in the final.The questionnaire has a series of tests,and has good reliability and validity,which can be used for reference when investigating the development of information technology capability of junior high school students.Last,strategies and suggestions for improving information technology capability for junior middle school students'According to the interviews and questionnaires,this paper puts forward some strategies and suggestions to improve junior high school students' information technology capability from cognitive structure of renewal and solidification,digital "hard" continuous construction,digital "soft" continuous construction,and focusing on information technology classroom normalization. |
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