【作者】 李丽明；

【导师】 谢阳群； 汪传雷；

【作者基本信息】 安徽大学 ， 情报学， 2007， 硕士

【副题名】以农村高级中学为例

【摘要】 2007年第十届全国人民代表大会第五次会议的“政府工作报告”提出，扎实推进社会主义新农村建设，要着力推进农村实用人才队伍建设和农村人力资源开发，加强农村劳动力培训，造就新型农民。在当今信息经济时代，提高农民素质就是要加强农村教育信息化建设，不断提高农村教育质量。农村教育信息化是一个系统工程，不仅包括信息基础设施的建设，还包括教育观念的转变、教学模式的改革、人员的培训、环境的支持等诸多方面。只有对农村教育信息化进行研究，才能使信息技术真正发挥作用，使农村教育信息化产生应有的经济效益和社会效益，促进农村教育的跨越式发展。安徽是一个农业大省，处于全国的中部地区，是连接东部发达地区和西部欠发达地区的纽带。在国家确定中部崛起战略的机遇期，如何以农村教育信息化为突破口，提高农民素质，发展农村区域经济，改变城乡二元制的经济结构，统筹城乡协调发展，是安徽省面临的重要课题。安徽省农村与城市的教育发展水平存在很大差距，鉴于硬件设施、教师素质等因素的差异，农村和城市教育信息化的重点和关键也各不相同。如果农村教育信息化和城市教育信息化使用同样的指标体系可能会由于对指标理解的不同，造成评价结果的偏差。本文针对农村教育信息化的现实情况，建立一套容易操作、能够反映农村教育信息化真实现状、与农村信息化教育的发展基础相一致的专门的评价指标体系，以便发现问题，采取相应的措施，促进农村信息化快速发展，不断缩小城乡教育差距。首先，选择54所学校作为研究对象，采用问卷调查的形式搜集原始信息，对原始数据进行转换，建立样本数据矩阵表。通过信度分析，得出样本数据矩阵适合用因子分析中的主成分分析方法进行分析。其次，运用SPSS13.0统计分析软件进行主成分分析，得出衡量教育信息化的7个主成分：F₁是学校信息化发展潜能，F₂是教师信息化水平，F₃是学生信息化水平，F₄是学校信息化的社会效益，F₅是学校信息化建设，F₆是学校信息化意识，F₇是信息化发展规划。以上7个主成分可以72.778％的置信度反映学校信息化的水平。通过旋转后的因子负荷矩阵得出决定每一个主成分的指标，用7个主成分的方差贡献值作为权重，构造出农村教育信息化的综合评价模型：Y＝4.686×F₁＋1.906×F₂＋1.622×F₃＋1.370×F₄＋1.287×F₅＋1.160×F₆＋1.069×F₇，并根据该评价模型得出各个学校的得分和名次。再次，运用快速聚类分析方法对农村教育信息化数据进行分析，将所调查的学校分成四个等级，得出每所学校在全省农村教育信息化中所处的等级。根据以上分析，我们发现在农村教育信息化发展进程中，教育信息化存在各个学校的教育信息化水平差距较大、缺乏长远的信息化发展规划、硬件投入不足、投入比例严重失衡、社会效益低下等问题。进而提出解决这些问题的对策：充分利用信息化设施；实施学生教育的信息化，提高学生信息素养；促进教师教育的信息化，控制教师流失；与地方经济紧密结合，拓宽筹资渠道；充分发挥附近市区对农村的辐射作用，有效缩小城乡教育信息化差距。教育信息化是一个动态发展的过程，人们对信息化的认识也是循序渐进的。本文提出的指标体系只是为发现现阶段的问题并找出解决方案服务的。如果信息技术和信息环境发生改变，指标体系也应作出相应的调整，甚至需要重新建立。更多还原

【Abstract】 The "Report on the Work of the Government" made at the Fifth Session of the Tenth National People’s Congress held in 2007 points out : We must promote the training of people in the practical skills needed in the countryside and the development of the rural human resources, set up training of farmers, foster the development of a new type of farmer in order to promote the building of a new socialist countryside.At this time of the information-based economy, in order to enhance the farmers’ quality, huge progress must be made in promoting rural E-education and improving the rural education. The rural E-education is a systems engineering. It not only includs construction of information infrastructure, also includes changing people’s concept of education, forming the type of instruction, training of personnel, environmental conditions and so on. Only after study on the rural E-education, the best use of information technology can be made, the rural E-education can generate due social and economic returns and promot great-leap-forward development of the rural economy.Anhui is a granary province located in the midlands of China. It is the vital nexus between the eastern developed region and the weatem under-developed areas of China. In the critical period of strategy which develops midlands of China, designated by the state, The major issue Anhui confronted are how to strive for a breakthrough in the rural E-education for enhancing the farmers’ quality, developing the rural regional economy, changing the two-oriented rural-urban economic structure and developing city and countryside in a well-coordinated manner.There is a wide gap between rural-urban educations in Anhui. Because of many different factors such as hardware conveniences, the quality of teachers, the importances of the rural-urban E-education are different from each other. To use the same indicator system in the rural-urban E-education may lead to deviation of evaluation by different understanding of indicator systems, according to an actual situation of the rural E-education, this paper sets up a special indicator system of evaluation which is in accord with the foundation of the rural E-education development, easy to operate and able to reflect the reality or actuality of the rural E-education, so as to find the problems, take corresponding measures to promote a rapid rural E-education development and shorten the education gap between urban and rural areas.Firstly, the original information of 54 schools who are the objects of choice for this investigation is gathered by questionnaire, and is done conversion of date to build up data matrix. By analysis of reliability, it is proved that the data matrix is adapted to be processed by analysis of principal components. Secondly, the 7 principal components of appraising the the rural E-education are got by the principal component analysis with SPSS13.0: F₁ is the potential of school informatization, F₂ is the teachers’ level of informatization, F₃ is the students’ level of informatization, F₄ is the social benefits of school informatization, F₅ is the construction of school informatization; F₆ is the consciousness of school informatization, F₇ is the informatization plans. The 7 principal components reflect the level of school informatization by 72.778% of reliability. The indicators which decide each principal component are recognized in the component score coefficient matrix. Taking the total variances explained of the 7 principal components as weights, the comprehensive evaluation model of the rural E-education is built up: Y=4.686×F₁+1.906×F₂+1.622×F₃+1.370×F₄+1.287×F₅+1.160XF₆+1.069×F₇. According to the evaluation model, score of the schools can be gotten. Thirdly, the date of the rural E-education is analysed with the rapid cluster analysis. Schools surveyed are divided into four divisions.According to the above analysis, there are some problems in the process of the rural E-education: the wide gap of the E-educationas between different schools; short in investment of hardware; the serious imbalances of the investment proportion; the low social benefits; lack of long-term development plan and so on. Moreover corresponding solutions are proposed: to make good use of information facilities; to increase teachers’ and students’ information literacy; to retrain teachers’ turnover; to tightly knit the local economies together; to expand fund-raising channels; to fully display the radiation role of the neighbouring urban field in the rural areas.The E-education is a dynamic process of development. Informatization is also recognized step by step.The indicator system put forward in the paper is only in the service of the solutions for the existing problems. If information technology and information environment change, the indicator system should be adjusted accordingly, even in the need of being rebuilt.更多还原