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The Effects of Instruction in Basic Informatics on Computer Literacy of Junior-High School Students

基础信息学教学对初中生计算机素养的影响

基本信息

批准号：
07680227
负责人：
IMAE Kuniharu
金额：
$ 1.54万
依托单位：
Nagoya College of Music (1996)Aichi University of Education (1995)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1995
资助国家：
日本
起止时间：
1995 至 1996
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07680227/
关键词：
COMPUTER LITERACY INFORMTICS EDUCATION TECHNICAL ARTS AND HOME ECONOMICS JUNIOR-HIGH SCHOOL STUDENTS HIGH SCHOOL STUDENTS EFFECTS OF INSTRUCTION COMPUTER LITERACY TEST 時代変化情報基礎領域

项目摘要

<PURPOSE OF THE RESEARCH>The purpose of our research was to compare computer literacy levels between before and after the instruction in basic informatics which was set up in new national curriculm for junior-high school students.<RESULTS>1. A computer literacy test which we developed in 1993 was newly standardized as 3rd edition. 2688 junior-high school students wrer used as subjects for standardization. This test is composed of four scales, i.e.computer attitude, computer anxiety, computer awareness and computer knowledge scales. We compared this data and the data we had got by same scales in 1990, and found that attitude toward computer has become positive an friendly, and computer anxiety has been lowered. We think these tendencies are parallel to the progress of information-oriented society.2. Our computer literacy test was conducted to 566 students in 6 junior-high schools twice, i.e.before and after instruction in basic informtics. It was found that computer anxiety of students heightened, and scores of awareness and knowledge scale also heightened. We think the fact that instruction in basic informatics heightened computer anxiety is undesirable in compulsory education and disucussed the strategies for improving the teachong method of basic informatics.

<研究目的>本研究的目的是比较初中生新课程基础信息学教学前后计算机素养水平。<结果>1．我们于 1993 年开发的计算机能力测试被新标准化为第三版。 2688名初中生作为标准化对象。该测试由计算机态度、计算机焦虑、计算机意识和计算机知识四个量表组成。我们将此数据与1990年同量表的数据进行比较，发现人们对电脑的态度变得积极、友好，对电脑的焦虑有所降低。我们认为这些趋势与信息社会的进步是并行的。2．我们的计算机素养测试对6所初中的566名学生进行了两次，即在基础信息学教学之前和之后进行。研究发现，学生的计算机焦虑加剧，意识和知识量表的分数也随之升高。我们认为义务教育中基础信息学教学加剧计算机焦虑的现象是不可取的，并探讨了改进基础信息学教学方法的策略。