Academic paper on how to cultivate college students’ information literacy

Cultivation and improvement of students’ information literacy Information technology teaching 1. Clarify the goals of information technology teaching.

The purpose of establishing the information technology course is to cultivate students' information capabilities and improve students' information literacy. Information technology is different from other disciplines in that its teaching is based on the operation of various software. From this point of view, information technology teaching is actually teaching students how to use these software. However, new software is also emerging at an alarming rate, so it is impossible for students to master the use of every software during the teaching process of information technology courses. This requires that we must cultivate students to have relevant abilities, be able to continuously explore, draw inferences from one example, and independently explore and learn knowledge. The process of learning knowledge is the process of accepting and applying information. Only students with the ability to acquire, transmit, analyze, process and apply information can continuously learn knowledge and improve their information literacy. This also achieves the goal of our information technology teaching.

2. Understand the relationship between information technology and computer hardware and software

The relationship: The scope of information technology is far greater than the connotation of computer science.

In information technology In teaching, the cultivation of students' computer and software operating abilities should be attributed to the collection, analysis, and processing of information. Therefore, in information technology teaching, students should not only master the basic knowledge and basic principles of computer technology, network technology, and multimedia technology. , basic operations, etc., it is also necessary to cultivate students' ability to obtain information and information literacy, that is, to be able to obtain information quickly and effectively, analyze information skillfully, evaluate information critically, process information accurately, and use information creatively. To equip them with the consciousness of lifelong learning and the ability to use information technology to deal with life and learning problems. Compared with information ability and information literacy, computer hardware and software are secondary and shallow. It can be imagined that some of today's excellent hardware and software, such as CPU, Office, WPS, windows, etc., may be replaced by better hardware and software in the future, but the methods and strategies for solving problems are very similar, just like for In terms of programming, specific languages ??are optional, changeable, increasingly powerful, and easy to use, but algorithms, the idea of ????solving problems, remain unchanged. This requires teachers not only to teach students to use information tools - computers, but also to teach students to correctly understand, judge and evaluate information from the perspective of information technology, broaden students' horizons and ideas, and improve their ability to solve practical problems. It can be said that the establishment of information technology courses is to cultivate innovative talents, not to cultivate computer operators.

3. Guide students to establish a strong awareness of information.

First of all, in information technology classes, students should be able to fully and clearly grasp the concepts of information and information technology, and two definitions of information should be given. 1. The popular definition of information is that information is valuable information, intelligence, knowledge, etc. that people express, transmit, preserve, and process. 2． Scientifically defined, information is the content contained in various stimuli that people perceive. Note that the stimulation here must be based on the students' existing concepts, that is, the stimulation concepts established when students generate conditioned reflexes, such as the content contained in visual stimulation and auditory stimulation. Next, the classification of information, information transmission media, information representation forms, etc. should be explained to students, as well as information-related operations including expression, transmission, processing, storage, etc. Some people think that learning information technology means learning computers - computers. This view is wrong. The scope of information technology is much larger than that of computers. Since computers appear as a tool for learning information in information technology, teachers should guide students to learn to use computers from the perspective of tool application and handle the relationship between information technology and computers.

If we cannot consciously guide students correctly and help them establish correct information concepts during teaching, some negative effects will inevitably occur. For example, teachers teach students to navigate the online world, but students use it to browse unhealthy information on the Internet, or are obsessed with online chats, games, etc., to the point that they neglect their studies and may even embark on the path of crime. It can be seen that the understanding, evaluation and correct use of information are to a large extent more important than the specific operation of computers. This requires information technology teachers to regularly and consciously educate students on information technology literacy, ethics, and regulations. Education and guidance should help them establish a correct view of information, rather than just teaching students how to use computers.

4. Create conditions and situations for students to learn and apply information technology independently.

A very important aspect of a person's information literacy is his or her ability to apply information technology to solve problems encountered in life and study. The cultivation of students' information literacy is by no means a problem that can be solved by just one information technology course. Teachers in various subjects create conditions and actively encourage students to use information technology to change their learning methods, so that students have the opportunity to use information technology to learn, and then learn to use information technology to learn. This is an important way to cultivate students' information literacy. 1. Integrate information technology teaching into other subject content

During teaching, I found that students have learned information technology but cannot use it well. For example: After learning the application of Word, I just couldn’t think of inputting my favorite composition into the computer, formatting and printing it out. I learned about the Internet search engine, but I didn’t know how to use it to look up related information about “Suoxi Valley” in the Chinese text.

The reason for this situation is that we have not actively guided students to organically combine the study of information technology with the study of other subjects and use information technology tools to serve the study of other subjects. Taking Word teaching as an example, if we only start from information technology textbooks, after students have mastered relevant Word knowledge and know how to type, typeset and print, their information skills have been developed and the teaching task can be considered completed. From the perspective of information literacy, the above approach is far from enough. Because students have not internalized the information technology knowledge they have learned into a quality and ability, and have not learned to consciously use information technology tools to learn new knowledge, there will be a situation like this: they have learned the application of Word, but they don’t know how to use it. Practical application. Therefore, students' information literacy can be steadily improved only in an environment that combines learning and application of information technology. To this end, we have appropriately enriched and adjusted the content of the teaching materials. Examples of organically integrated mathematics content in Word teaching: A. Text input Learn to use pinyin to input a Chinese character, punctuation and other characters in mathematics. B. Text modification: Learn to format the text content you entered last time. C. Insert pictures. Learn to insert appropriate pictures into the text you typed last time, and adjust the size and position of the pictures. D. Print preview Learn to print the last text content and compare it with the textbook. Who is more beautiful? E. Apply and consolidate Word application skills. Enter a composition that students are satisfied with, type and print it, and participate in the exhibition.

From the above, we can see that Word teaching organically integrates mathematics content, so that students can actively apply it after mastering relevant Word knowledge. In the process of organically integrating mathematical content with Word knowledge, students use information technology subconsciously and consciously, and their information literacy gradually improves. As time goes by, students will gradually use other information skills.

2. Information technology teachers cooperate with teachers of other subjects to carry out teaching.

Information technology teachers should frequently contact teachers of other subjects to exchange education and teaching situations and discuss cooperative education and teaching matters. As a learning tool, information technology can be used by students to learn other knowledge once they master it. It is helpful for studying other subjects. For example, when learning how to use "drawing and PPT" software, you can contact art teachers; when learning "EXCEL, you can communicate with mathematics teachers... to discuss teaching cooperation matters. Practice has proved that the cooperation between the two parties is beneficial to the study of information technology and other subjects. Useful. 3. Information technology teachers and other subject teachers jointly assign homework.

Teachers appropriately arrange some exercises using information technology, so that students’ information skills can be used. For example: Chinese class "Looking at Cloud Knowledge". Preparatory homework for "Weather": Find some information about clouds and weather on the Internet and communicate in class. In this way, students can use the Internet knowledge in the information technology class and contact the natural science teacher: Let students reflect the conclusions of their small experiments and surveys in the form of electronic slides, and project them in the multimedia classroom for everyone to learn and communicate. Think about it, when the students stand on the podium and play the slides to introduce them How happy they will be when the results are achieved! Can you say that their information literacy has not improved?

Through cooperation with teachers from other subjects, it does not increase the burden on students, but on the contrary, it increases the application of information technology. The opportunity to learn has changed the way students learn to a certain extent, greatly improved students' information technology application capabilities, and effectively improved students' information literacy.

5. Strengthen information technology classroom teaching. Improve students' information ability.

Teachers must change their concepts. The relationship between teachers and students is a relationship of learning and communication, not an active and passive relationship. Teaching must fully reflect the "teacher" attitude. The principle of "dominance, student subject". Emphasizes the subjectivity of students so that students can truly become the subject of information processing and the active constructor of knowledge, so that students will improve their information capabilities in the process of active learning.

I believe that by actively creating an information technology application atmosphere, striving to create information technology application opportunities, cultivating students' awareness of proactive application of information technology, improving students' information skills, and gradually enhancing students' information literacy is just around the corner.