【作 者】：
张文兰， 白若微， 向 双
【关 键 词 】：
西部地区； 农村小学生； 学习概念； 信息化学习； 绘画分析技术
【栏 目】：
教育数字化
【中文摘要】：
学生是教育信息化的“终端用户”，其对信息化学习的感知与理解直接反映了教育信息化建设与实施的成效。研究以西部农村学校3~6年级小学生为研究对象，采用绘画方法获取其对信息化学习概念的现实理解与未来期待，依据学习发生地点、学习活动参与者、学习内容、数字化技术类型、学习活动类型、情绪和态度6个类目、37个子类目的框架对学生绘画作品进行编码，定量计算各类目占比并探究不同因素对学生信息化学习概念理解的差异影响。研究发现，数字化技术类型是学生提及频率最高的类目，学生对现实与未来的信息化学习概念在所有类目的某些子类目中存在显著差异，学生对信息化学习概念的理解与家庭ICT资本、信息化学习经验及信息化自我效能感有关。基于上述结论，研究认为，要切实提升农村教育信息化应用水平，需着力解决学生个性化学习需求、农村教师信息化教学能力、农村家庭ICT基础资源建设等核心问题。
【英文摘要】：
As the end-user, students' perception and understanding of information-based learning directly reflect the effectiveness of the construction and implementation of education informatization. This study takes primary school students in grade 3 to 6 in western rural schools as the research object, and uses the painting method to obtain their realistic understanding of the concept of information-based learning and their future expectations. Students' paintings are coded according to a framework of 6 categories of learning place, participants in learning activity, learning content, type of digital technology, type of learning activities, emotions and attitudes, and 37 subcategories. The proportion of each category is quantitatively calculated and the effects of different factors on students' understanding of information-based learning concepts is explored. It is found that the type of digital technology is the category most frequently mentioned by students, and there are significant differences between students' concepts of reality and future information-based learning in some subcategories of all categories. Students' understanding of the concept of information-based learning is related to family ICT capital, information-based learning experience and information-based self-efficacy. Based on the above conclusions, it is believed that in order to effectively improve the application of rural education informatization, it is necessary to focus on the core issues such as students' personalized learning needs, rural teachers' informatization teaching ability, and rural families' ICT infrastructure resources construction.