It has been six years since the new curriculum of information technology in senior high school took improving students' information literacy as the general goal and written into the curriculum standard. Six years of experimental teaching has accumulated a lot of practical experience. However, how to integrate the cultivation of information literacy into classroom teaching is a headache for front-line teachers. Many information technology teachers feel that classroom teaching and curriculum objectives are like two skins, which are irrelevant. Some teachers even doubt the rationality of curriculum objectives. In my opinion, information literacy, as a curriculum goal, is unquestionable and very important. The key is how to implement the goal of cultivating information literacy.

First, what is information literacy?

Information literacy has a wide range of connotations and is divided into different levels. In my opinion, the information technology curriculum in middle schools mainly includes three aspects: information consciousness, information ability and information morality.

1. Information awareness

To see whether a person has information literacy and how high information literacy is, we must first look at whether he has information awareness and how strong information awareness is. Is when he meets a practical problem, can he think of using information technology to solve it?

Information consciousness refers to the degree of sensitivity to information and information problems, and the degree of consciousness in capturing, analyzing, judging and absorbing information. For example:

From June 5, 2002 to 10, I participated in the thesis defense of the first national information technology backbone teacher training class. In order to ensure that the defense of more than 40 students in the class can be completed in one day, the professor gave everyone a time limit and I timed it. I borrowed a watch. In order to tell the time accurately every ten minutes, I have no time to take into account the content of my defense. During the break, a classmate said, we are all information technology teachers, and we still keep track of time like this, lacking information awareness! Then I went online to find a free timer program and handed over the task to the computer before I was liberated.

This incident made me personally realize the importance of information awareness.

2. Information ability

Using information technology to discover information, capture information and think about solving problems is the expression of information consciousness. But whether we can adopt the right methods, choose the right information technology and tools and solve problems through the right channels depends on whether we have information ability.

Information ability refers to the ability to solve information problems by using information knowledge, technology and tools. Including the ability to understand and master the basic concepts and principles of information, the collection and management of information resources, the selection and use of information technology and its tools, and the design of information processing process.

3. Information ethics

The rapid development of information technology, especially network technology, has brought fundamental changes to people's way of life, study and work, and also caused many new problems. Such as personal information privacy, software intellectual property rights, software user rights, network information dissemination, network hackers and so on. In view of these information problems, a code of conduct has emerged to adjust the information relationship between people and between individuals and society, forming an information ethics. Whether information ethics can be observed in the process of using information ability to solve practical problems reflects a person's information ethics level.

In short, information consciousness determines whether a person can think of using information and information technology; Information ability determines whether you can do what you want well and do it well; Information ethics determines whether it can abide by the norms of information ethics and conform to information ethics in the process of doing this. Information ability is the core and basic content of information literacy, and information consciousness is the foundation and premise of information ability, which permeates the whole process of information ability. Only with a strong sense of information can we stimulate the improvement of information ability. The improvement of information ability has also promoted people's understanding of the role and value of information and information technology, and further enhanced their awareness of applying information. Information morality is the guarantee of the correct use of information consciousness and information ability, which is related to the stability and healthy development of the information society.

Second, how to cultivate information literacy

Where information awareness comes from, how to cultivate information ability and how to improve students' information moral level are three key issues in the implementation of information literacy training in classroom teaching. In my opinion, most teachers find it difficult to solve these problems in class. One of the main reasons is that the current information technology classroom teaching mode does not conform to the characteristics and laws of the subject.

As a new discipline, information technology has its own characteristics and laws, and needs a teaching model that is suitable for it. We need to conduct in-depth research according to the curriculum objectives, and explore a set of teaching models that are in line with this discipline, rather than simply applying the models of other disciplines. In my teaching practice, I cultivate students' information literacy in the following five ways.

1. Take solving practical problems as the main line of teaching and design the course as a whole.

From the previous explanation, we know that information consciousness, information ability and information morality are all reflected in the process of solving practical problems. Therefore, combined with the practical characteristics of this subject, the cultivation of information literacy should first take "solving practical problems as the main line of teaching and designing courses as a whole". Create a teaching situation that students are familiar with and close to life, fully tap the application of information technology in real life, and skillfully design teaching content in real practical problems. If students spend every lesson in solving practical problems by using the information technology knowledge and skills they have learned, in the long run, their information awareness will be gradually enhanced and their information ability will be continuously improved.

On the premise of ensuring the teaching objectives, this design sometimes needs to adjust the order of teaching contents, and sometimes needs to add or delete some contents. This requires teachers to have a deep understanding of this subject and specialty, teachers' wisdom and creativity, and teachers' practice and exploration in long-term teaching practice.