| 运用引导性探究设计实施的大学生信息素养课程教学——以上海财经大学图书馆为例 |
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| 引用本文： | 谭丹丹.运用引导性探究设计实施的大学生信息素养课程教学——以上海财经大学图书馆为例[J].图书情报工作,2018,62(10):30-39. |
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| 作者姓名： | 谭丹丹 |
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| 作者单位： | 上海财经大学图书馆 上海 200433 |
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| 基金项目： | 本文系2017年度上海财经大学图书馆业务研究课题"引导探究为基础的大学生信息素养教育创新研究"（项目编号：2017110934）研究成果之一。 |
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| 摘 要： | 目的/意义]以学分课形式开展信息素养教学的挑战在于如何在一个相对较长的时间里，激发并保持学生的学习兴趣，传授课程内容和技能，使课程学习效果转移到学科学习的过程中。本文主要讨论引导性探究应对这种挑战所发挥的作用和局限性。方法/过程]引导性探究、教学支架、小组学习是设计引导探究式信息素养教学的关键。以案例分析的方式，介绍引入引导性探究设计实施本科生信息素养学分课的过程。结果/结论]运用引导性探究设计信息素养学分课，提供更多近距离观察学生的机会，培养学生合作学习的能力；引导性探究需要教师设计教学支架、观察和诊断学习表现、迭代改进教学设计，但也存在教师学科视角缺位、知识转移效率评估困难等局限。
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| 关 键 词： | 教学支架 探究式学习 引导性探究 信息素养 |
| 收稿时间： | 2017-11-09 |
Using Guided Inquiry to Design and Implement the Information Literacy Course for College Students: An Example of Shanghai University of Finance&Economics Library |
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| Tan Dandan.Using Guided Inquiry to Design and Implement the Information Literacy Course for College Students: An Example of Shanghai University of Finance&Economics Library[J].Library and Information Service,2018,62(10):30-39. |
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| Authors: | Tan Dandan |
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| Institution: | Shanghai University of Finance & Economics Library, Shanghai 200433 |
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| Abstract: | Purpose/significance] The challenge of teaching information literacy in the form of credited course is how to motivate and keep students' interest of learning, pass on the course content and skills, and transfer the learning outcomes to the learning process of other subjects in a relatively longer duration of learning. This paper discusses the roles and limitations of guided inquiry to meet this challenge.Method/process] Guided inquiry, scaffolding and team-based learning are the key concepts for designing an information literacy course based on guided inquiry. This paper introduces the process of using guided inquiry to design and implement a credited information literacy course for undergraduates by using a case study.Result/conclusion] Designing information literacy credited course by using guided inquiry provides opportunities to observe students closely and cultivates the students' collaborative learning ability; it needs teachers to design scaffolds, to observe and diagnose students' learning performance, and to improve the instructional design iteratively; however, it also has the limitations such as the absence of subject perspectives of teachers and difficulties in evaluating the efficiency of knowledge transfer. |
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| Keywords: | scaffolding inquiry-based learning guided inquiry information literacy |
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