The Hidden Curriculum in Information Technology Effects on the Students’ Information Literacy —An Empirical Research Based on Propensity Score Matching Method
In this research， hidden curriculum in information technology is divided into two parts: be used in other curriculums and self-study. Also， the students’ information literacy is divided into three parts: fundamentals of information technology， information awareness， information technology. Based on the monitoring data of 106 western china middle schools in 2016， the propensity score matching method is used to analyze the influence hidden curriculum in information technology on students’ information literacy. The results show that the hidden curriculum in information technology has a significant positive impact on students’ information literacy after controlling selective bias， personal variables and family background variables. Compared with the students who do not use information technology in other subjects， it would be increased the information literacy by 11.8% and the students who use of information technology in other subjects will increase the level of information literacy (information literacy standard) by 11.8%. Students who using computer by self-study could increase their information literacy by 31.4%. Therefore， this research concludes with three suggestions. (1) Schools need to optimize the integration of information technology and other disciplines in the course. (2) Schools need to expand the content and pattern of extracurricular activities in information technology， and help students have more chances to use information. (3) Society needs to improve the deployment of the schools’ information resources and the environment of the hidden curriculum in information technology. At the same time， improving the efficiency of resource allocation and use is also important.
|關鍵詞||信息技术隐性课程、学生信息素养、倾向匹配、Information Technology、Hidden Curriculum、Students’ Information Literacy、Propensity Score Matching|