The Psychological structure of computer literacy and the development of curriculum for computer literacy education

目的：本研究以分析计算机素养的心理结构，获取计算机素养教育课程开发所需的知识为主要目的，采用自编的33个项目的计算机素养测验，对1867名高中生和大学生进行了测试。计算机素养由四个要素构成。它们分别是计算机知识、操作技能、对计算机的期望和对计算机的消极态度。2.能够编写程序的学生对计算机有着丰富的知识和积极的态度。而对计算机漠不关心/回避的学生对计算机知识了解较少，消极态度较强。这些学生不喜欢学习数学和科学，他们不太适应学校生活和活动。3.这些事实提示我们，在向中学生教授计算机知识时，我们应该特别关注冷漠/回避的学生。4.有许多教师对计算机漠不关心/避而不谈。因此，在计算机专业的在职教育中，同样需要注意这一点。

Purpose: Analyzing the psychological structure of computer literacy sand acquiring the knowledge requested for developing the curriculum for computer literacy education were main purposes.Method: Computer Literacy Test Which contains 33 items were developed, and 1867 high school and college students were tested by this new test.Findings: 1. There are four factors of which compose the computer literacy. They are knowledge of computer, skill in operating microcomputer, expectancy to computer and negative attitude to computer. 2. The students who can write programs have a great deal of knowledge and positive attitude to computer. But, the students who are indifferent/avoidant to computer have little knowledge and strong negative attitudes. These students do not like studying math and science and they are less adapted to school life and activities. 3. These facts suggest us that in teaching computer literacy to secondary school students, we should pay special regard to the indifferent/avoidant students. 4. There are many teachers who are indifferent/avoidant to computer. Therefore, same regards are necessary in the in-service education for computer.