Research On Digital Literacy Training Policy In Australian Primary And Secondary Education

With the development of digital technology and information communication technology,it plays a more and more important role in economic development.Digital literacy has gradually become one of the key qualities of talents in the 21 st century,and many countries have formulated digital education policies to cultivate students' digital literacy.Since the end of the twentieth century,the Australian government has been acutely aware of the importance of digital literacy and has introduced related policies.According to the educational background and needs of different stages,Australian primary and secondary school students' digital literacy policy presents different contents and characteristics.Under the guidance of digital literacy policy at the national level,Australia has implemented digital literacy curriculum,equipment support and teacher training in stages.The better performance of Australian primary and secondary school students in digital literacy tests at the international and national levels reflects the effectiveness of these policies.Digital literacy is also a popular topic in China's basic education reform.China is also facing the same task of cultivating primary and middle school students digital literacy.This paper analyzes the historical evolution of Australian digital literacy policy and elaborates the specific implementation and effectiveness of Australian digital literacy,in order to provide reference for the development of digital literacy training for primary and middle school students in China.This study mainly uses the literature method,and also uses the comparative method and case method.This paper also puts forward some enlightenment on the formulation and implementation of digital literacy policy.The full text includes five chapters.The first chapter explains the reason of this research,defines the meaning of digital literacy and digital education,combs the domestic and foreign research results of digital literacy in primary and secondary schools,and briefly explains the research methods and significance.The second chapter presents the content,characteristics and historical evolutionof digital literacy policy of primary and secondary schools in Australia through the analysis of policy texts.At the national level,the digital literacy policy at the foundation stage affirms the importance of digital literacy and its future development direction,but it lacks systematic and concrete implementation content.The period of the reform is divided into two stages: the first stage realizes the national digital literacy equipment guarantee,the second stage goes deep into the training of teachers.The current stage of quality improvement relies on Australian national curriculum to promote digital curriculum,and combines with STEM education to improve educational quality and promote national innovation.The third chapter introduces digital literacy training measures in Australia.That includes the establishment of digital education websites,digital resource webs and hardware facilities,the reform of national courses and the training of teachers.Chapter four introduces the effect of digital literacy policy in Australia.It is illustrated by the International Computer and Information Literacy Survey and Australia's national ICT literacy assessment project.On the basis of the first four chapters,the fifth chapter attempts to draw lessons from Australia's experience and lessons,and proposes enlightenment for the development of digital literacy training for primary and middle school students in China.The formulation of digital education policy should conform to the changing trend of policy environment.A long-term,phased approach and good partnerships are both required.