文章摘要

于斌斌.教育模式对中学生个人信息世界的作用机理研究——基于中英两种教育模式的比较[J].中国图书馆学报,2018,44(1):76~92
教育模式对中学生个人信息世界的作用机理研究——基于中英两种教育模式的比较
The Mechanism of Educational Pattern on Middle School Students Information Worlds: A Research Based on the Comparison of Chinese and British Educational Patterns
投稿时间:2017-09-13  修订日期:2017-10-18
DOI:
中文关键词: 教育模式  个人信息世界  好奇心  批判思维
英文关键词: Educational pattern  Information world of individual  Curiosity  Critical thinking
基金项目:本文系国家自然科学基金项目“信息不平等的发生机理和政策启示研究”(编号:71273141)的研究成果之一
作者单位E-mail
于斌斌 天津商业大学公共管理学院 天津 300071 yubinbin77@163.com,yubinbin77@163.com 
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中文摘要:
      不同教育模式培养的学生作为信息主体所呈现的不同特征是否受教育模式影响,教育模式发挥作用的机理如何?针对这些问题,本研究根据相关理论提出如下假设:教育模式能够直接影响学生的信息主体特征,教育模式还会通过好奇心和批判思维间接产生影响。研究选取中英两种模式培养的2 973名初高中生作为样本,以个人信息世界相关量表作为揭示学生信息主体特征的工具,以问卷调查法收集样本的个人信息世界、好奇心和批判思维状况,以t检验和线性回归分析数据;分析结果验证了上述理论假设。本研究不仅丰富了LIS领域对学生作为信息主体的考察,也丰富了教育学领域对教育模式作用的考察;而教育模式还会通过哪些变量作用于学生的个人信息世界,有待进一步的探索。图1。参考文献75。
英文摘要:
This article aims to explore if and how educational pattern effects students informational characteristics if they were regarded as informational agents. By integrating related theories, this study assumes that educational pattern may affect students informational characteristics directly, as well as indirectly through their curiosity and critical thinking abilities. Aiming to achieve above research objectives, 2 973 middle and high school students from both China and Britain (they are under two different educational patterns), were selected as samples; a questionnaire was involved to reveal students information related characteristics (named Information Worlds of Individuals, IWoI), curiosity and critical thinking abilities. This research takes Independent samples t test and Linear Regression Analysis as the statistical analysis procedure. Empirical evidence related to “direct effect” shows that: Chinese and British students are not only significantly different on their richness of IWoI, but also correlating on educational pattern and IWoI significantly. Thus, the variance of IWoI can be explained by educational pattern effectively. Empirical evidence related to “indirect effect” shows that: there is significant difference between Chinese and British students curiosity, and critical thinking abilities; besides, educational pattern and curiosity of students are correlated significantly, as well as educational pattern and critical thinking abilities of students. Thus, the variance of curiosity can be explained by educational pattern effectively, as well as critical thinking abilities of students. Moreover, regardless of Chinese samples and British samples, there is a significant correlation between students curiosity and their IWoI, as well as their critical thinking abilities and IWoI; and curiosity can explain the variance of IWoI effectively, so does critical thinking abilities. Thus, curiosity and critical thinking abilities of students influence their IWoI significantly. Logically, we find that, educational pattern can also influence the IWoI indirectly through curiosity and critical thinking ability. This study enriches LIS related theories which focus on students who are regarded as informational agents, and also enriches Educational Science related theories which focus on functions of educational pattern. More questions, such as what other intermediate variables can be added into the mechanism revealed by present study, still need further exploration. 1 fig. 75 refs.


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