【作者】 李宝敏；

【导师】 张华；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2012， 博士

【摘要】 儿童与网络结缘,是网络时代发展的必然。然而,儿童绝不是一个脱离了具体社会、历史和文化语境的抽象概念,儿童与网络技术的关系也不仅仅是脆弱、孤立的个体遭遇网络文化冲击的简单过程。儿童是具有主体意识的个体,儿童作为行为主体,不是消极的信息“接受者”,而是网络世界“意义”的解读者和创造者。网络世界的“意义”由儿童所建构,儿童在与网络互动中,是探究网络世界与个人关系、探究虚拟世界与真实生活关系、探究真实自我与虚拟自我的关系过程,在这个过程中儿童形成了自身的网络素养,网络素养水平的高低也进一步影响着儿童网络学习与生活的质量。因此,如何引导儿童在与网络互动中,提高自身的网络素养,让儿童在有目的、主动性的探究活动中,提高自身的发展能力,是值得研究的重要课题。本论文以网络时代的儿童发展为本,以提升发展儿童的网络素养为目标,以儿童网络素养的本质特征、内在结构与功能、形成与发展的内在机制与路径为内容,将儿童网络素养研究放在儿童与网络世界互动过程中的多个维度下进行观照,揭示儿童探究网络世界的价值与意义空间,将网络素养发展置于儿童网络探究实践与教育引导视野下,将网络素养的内在构成与外在表现结合起来,从儿童网络探究的角度,提出基于网络探究的儿童网络素养教育理念与实践路径。论文主要围绕“是何?”、“应何”、“为何?”、“如何”四大问题展开,即：什么是儿童网络素养?儿童需要怎样的网络素养?儿童为什么需要网络素养?当前儿童网络素养现状如何?如何促进儿童网络素养的发展?等问题展开研究,通过对文献史的考察以及国内外相关文献研究寻找研究的依据与立足点,通过问卷调查、内容分析法、个案研究、访谈等方法,考察儿童网络素养现状,了解儿童网络素养发展需求,并构建基于儿童网络探究的网络素养发展路径,让儿童的网络素养发展建立在儿童网络探究实践行动与教育引导基础之上,并从本体论、价值论、方法论等多重视角,探讨儿童网络探究与儿童网络素养教育的互动一体化关系,对基于网络探究的儿童网络素养教育问题展开具体的研究。儿童是社会的未来,儿童的发展关系到社会的未来前途与希望。儿童的网络素养直接影响到网络时代儿童的发展,直接关系到网络社会的未来发展。在儿童与网络互动中,将网络置于社会发展与儿童个人发展双重视野,采用互动建构论的视角,以儿童与网络互动中的发展为研究切入点,聚焦儿童自身素养的提升,使儿童研究处于技术发展的良性互动中,具有重要的理论价值与现实意义。更多还原

【Abstract】 In the era of Internet, it is inevitable for children "fall in love" with Internet. However, it is impossible to isolate children from their specific social, historical and cultural context. And his/her relationship with the internet is not a simple process that a vulnerable, separated individual is shocked by the internet culture. Instead, children make meaning and construct relationship when they explore the online world, which means they are the interpreters and constructors of the "meaningfulness" in the internet world, rather than the passive "recipient". Children’s interaction with the internet is a process to inquiry the relationship between the internet world and the individuals, between the virtual worlds and the real lives, between the real ego and the virtual one. By such interaction children develop their internet literacy, which further affect the quality of their e-leaming and e-living. Therefore, it is a vital issue to develop children internet literacy. It is important to guide children’s interaction with the internet, and to improve inquiry ability in the Internet world. Driven by the child-centered ideology and aiming to develop children’s internet literacy, this study attempts to investigate children’s internet literacy’s essential characteristics, internal structure and functions, and the developmental mechanism and approaches. From the multiple dimensions of the interaction between children and the internet world, the study tries to find out the values and meaningful space of internet inquiry. Furthermore, the ideas and methods of children’s internet literacy education based on the internet inquiry have been provided, by putting the development of children’s internet literacy into the tension of children’s internet inquiry practice and educative guidance, and by the internal composition and external performance of children’s internet literacy. This study aims to resolve the following four questions:What is children’s internet literacy? Or what kind of internet literacy should children have? Why do they need such literacy? What is the status quo of children’s internet literacy? How can such literacy be developed? These issues are identified in the perspective of the relevant literatures at home and abroad. By employing various data collection techniques such as questionnaire survey, content analysis, case study and interview, this study investigates the status quo of children’s internet literacy, understands the developmental needs of the children’s internet literacy, and constructs the inquiry-based internet literacy developmental path. This study establishes the development of children’s internet literacy on the the internet practice and educational guidance. From multi-perspectives, such as ontology, value theory, methodology and so on this study investigates the relationship between web-inquiry and internet literacy education. The inquiry-based internet literacy education is advocated.Children are the future of our society. Children’s development is relative to the promise and hope of our society. Children’s internet literacies directly impact children’s personal development and society development. By bringing the internet literacy into the dual perspectives of children’s personal development and social development, by adopting the approach of interactive constructivism theory, it has important theoretical value and practical significance to focus on children’s literacy enhancement. It will help children study in a positive interaction with the technical development.更多还原