Research On The Cultivation Of Information Social Responsibility Literacy In The Teaching Of Information Technology Course In Senior High School

Information social responsibility literacy is the quality literacy of citizens in the information society,its cultivation permeates the daily life family education,and school education is an important channel.In September 2016,the Overall Framework of Chinese Students'Development Core Literacy was released,emphasizing the focus on students' independent development and social participation,in which social participation includes responsibility.In 2017,the Information Technology Curriculum Standards for General Senior High Schools(hereinafter referred to as the new curriculum standards)for the first time included information social responsibility literacy as one of the core qualities of information technology disciplines,as the goal of information technology curriculum training.It has been more than two years since the promulgate of the new curriculum standard.Through investigation,it is found that how to cultivate students' information social responsibility literacy in information technology curriculum teaching is a hot topic among front-line teachers and an urgent problem to be solved.This study first research information of social responsibility in current information technology subject teaching teaching condition and the present situation of students' literacy,and guided by the new standard,combined with relevant literature to determine the focus of social responsibility information literacy includes "information security awareness and ability,information laws and regulations,information moral and ethics" from three aspects,on this basis,combined with relevant theoretical support,preliminary construction in the information technology course teaching to cultivate students of social responsibility information literacy teaching strategy;Finally,through the action research,the effect of the application of teaching strategies in the course of "the foundation of information technology" in high school is tested,and finally the teaching strategies that can cultivate students' information social responsibility literacy are obtained,which provides practical reference for front-line teachers of information technology and researchers of information social responsibility literacy cultivation.This paper consists of the following four parts:The first part is theoretical research,including the first chapter,the second chapter.It mainly explains the research background,research purpose and significance,research contents and ideas,research methods and framework,core concepts and theoretical basis.Through literature review,this paper analyzes the cultivation of primary and secondary school information social responsibility literacy at home and abroad and the current status of students' information social responsibility literacy,expounds the systematic theory of teaching design,discovers the theory of learning,the theory of activity,and the theory of moral development stage,and analyzes the promoting effect of this theory on the research.The second part is the investigation of the current situation,corresponding to the third chapter.Through the questionnaire survey to understand the status and level of information social responsibility literacy of high school students,determine the focus of this study on information social responsibility literacy is information security awareness and ability,information laws and regulations,information ethics and ethics,to ensure that the teaching action research is targeted.The third part is the teaching strategy construction and implementation of the cultivation of information social responsibility literacy in senior high school information technology course teaching,corresponding to chapter 4,chapter 5 and chapter 6 respectively.Preliminary teaching strategy according to the theory support first,and then develop a research plan of action to implement,after three rounds of modification to determine the teaching strategy,improve the work of the students through the questionnaire before and after the comparative analysis,analysis of the test,test,test three aspects of action research training effect,the social responsibility authentication information literacy training of teaching strategy is effective.The fourth part is the research conclusion and prospect,corresponding to the seventh chapter.The conclusion of this research,the shortcomings of the reflective research and the prospect of the research are drawn.Conclusions of this study are summarized as follows:First,the current teaching methods of information technology need to be updated.The teaching methods commonly used by information technology teachers are teaching method,demonstration method and task-driven method.The new curriculum standard proposes to adopt project-based teaching to cultivate students' discipline core literacy.Through project learning,students can not only acquire knowledge and improve their literacy,but also improve their independent learning ability and cooperative exploration ability.Second,students' information social responsibility literacy needs to be improved.It can be seen from the survey data that most students do not have the awareness of information security and do not pay attention to the protection of personal information and privacy.Not aware of the dangers of the network,lack of ability to identify and resist;In terms of students' online public opinions,some students fail to comply with information ethics and ethics norms.Some students cannot properly handle the relationship between the virtual world and the real world and indulge in the Internet,thus affecting their physical and mental health.Thirdly,the teaching strategy of information social responsibility literacy training in teaching mainly includes three stages.The first stage:basic learning stageIn order to enable students to obtain certain information knowledge of laws and regulations,it is convenient for students to have certain learning foundation when carrying out teaching activities such as project learning and exchange learning.Through flipped classroom,students first learn independently according to teaching resources,and then complete the learning test.Teachers conduct knowledge sorting according to students' learning situation and check and fill in the gaps.The second stage:practical training stageAfter grasping some basic knowledge of,through to carry out the project learning,let the students practice in research training,students can strengthen the digest of information laws and regulations knowledge,so as to establish information security awareness and have a certain ability,information security to keep information communication in morality and ethics,so as to understand as high school students to bear the responsibility of the discipline yourself behavior.In the practical training stage,the project learning experience consists of seven processes:"clarifying the project,decomplacing the project,activity exploration,group division of labor,production of works,achievement report,exchange and evaluation".Students are allowed to participate in the complete project inquiry learning and internalize the basic knowledge they have learned.The third stage:the activity intensification stageIn this stage of strengthening activities,students can truly understand,practice,and find problems in the social environment in information exchange activities,and establish their own scientific and correct views and opinions in the exchange activities,so as to improve their information social responsibility literacy.This link sublimates the application through the exchange practice,believes oneself correct viewpoint and understands oneself current role should have the social responsibility to assume.