Test to identify the level of information culture of teachers. Information culture of the individual. tests test on the topic. School electronic magazine

Currently, student testing is widely used to identify the quality of acquired knowledge in various subjects. Tests are an effective form of control. This material can be used to diagnose the level of knowledge of students in the field of information culture.

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Information culture of the individual

Currently, student testing is widely used to identify the quality of acquired knowledge in various subjects. Tests are an effective form of control. This material can be used to diagnose the level of knowledge of students in the field of information culture.

4th grade

1. Choose the correct definition for the word "library":

a) a collection of printed and handwritten materials;

b) an institution in which the public use of printed and handwritten materials is carried out.

c) book storage.

1. Why is the name of the profession “librarian” pronounced and written in the masculine gender:

a) since ancient times, the profession has been considered male;

b) sounds ugly in the feminine gender;

c) you can pronounce and write as you want.

1. Ancient man's first attempt to create a book:

a) nodular letter;

b) clay tablets;

c) stone books.

4.B in ancient times in Egypt they used to write:

a) birch bark;

b) papyrus;

c) clay.

5.The library of King Ashurbanipal in Assyria consisted of:

a) papyrus scrolls;

b) parchment books;

c) clay tablets,

6. The best preserved version of the book from ancient times:

a) nodular letter;

b) clay tablets;

c) papyrus scrolls.

7. The writing material "parchment" was made from:

A) clay;

b) river reed:

c) skin.

8. Which books of antiquity were considered the most expensive, valuable and were chained to the shelves:

a) papyrus;

b) parchment

c) clay

9. In Ancient Rus' the following were used for writing:

a) fabric:

b) birch bark:

c) paper

5th grade

1. Which of the following people invented printing?

a) Peter Mstislavets;

b) Johann Guttenberg;

c) Ivan Fedorov.

1. Remember which country is the birthplace of paper:

a) Egypt;

b) China;

c) Assyria.

3. Which types of books used multi-colored cords, flaps and knots:

a) stone books,

b) knot letter,

c) clay tablets

4. The most famous library of antiquity was located:

a) Alexandria, Egypt;

b) Pergamon, Asia Minor;

c) Nineveh, Assyria.

5. Title of the first book printed by Johannes Gutenberg:

a) the Bible;

b) textbook;

c) fairy tales.

1. The first printed books in Russia were published in the city:

a) Lviv;

b) St. Petersburg;

c) Moscow.

1. The first book printer in Rus':

a) Ivan Fedorov.

b) Peter Mstislavets;

c) Ivan Grozny.

8 . The first book printed by a Russian printing master was called:

a) Apostle;

b) Book of Hours;

c) Primer.

9. What punishment was given in China to someone who tried to reveal the secret of paper making:

a) prison;

b) expulsion,

c) death penalty

6th grade

1. A printing method in which an image is obtained from the flat surface of a wooden board:

a) xerography;

b) cartography;

c) woodcut.

2 In which country were the first printed books published?

a) Holland;

b) Germany;

in Russia.

3. The merit of Johannes Gutenberg is that he invented

a) foundry molds;

b) a new method of metal processing;

c) book printing.

4. Name of molds for casting letters: I

a) letter;

b) matrix;

c) press

5. How call a set of letters And metal signs:

a) cash register.

b) set;

c) font.

6. What is the name of the place Where print books and newspapers:

a) factory;

b) printing house;

c) workshop.

7th grade

8th grade

Appendix No. 1.4

Tests for diagnosing the level of information culture of a schoolchild

6th grade.

Teacher-librarian

Pilipeyko Natalya Petrovna

1) . How do you think? (choose 1 answer option)

A society whose level is decisively determined by the quantity and quality of accumulated and used information, its freedom and accessibility, is:

1. society of new information technologies

2. information society

3. computerized society

2). How do you think? (choose 1 answer option)

The totality of an information worldview and a system of knowledge and skills that ensure targeted independent activity to satisfy individual information needs using both traditional and new information technologies is:

1. library and bibliographic culture

2. computer literacy

3. information culture

4. information literacy

3). Eliminate bad rules of behavior in the library ?

1. Keep quiet

2. Talk loudly on your cell phone.

3. Select books on the shelves carefully and carefully.

4. When using a book in the reading room, you are allowed to make notes and fold the pages.

4). Explain what is a material medium with recorded information that can be stored and transmitted over time?

(Correct answer: document)

5). How do you think? (choose 1 answer option)

A set of web pages designed for exchanging messages with the ability to classify them by topic and save them for later use is called:

1. Forum

2. chat

3. website

6) What search elements will you use to conduct a targeted search (choose 1 answer option):

2.Theme of the book.

3. Year of publication.

7) How do you think? (choose the correct answer options))The bibliographic description of the document consists of:

2. Titles of the book (article).

4. Output data.

7 a. Make a bibliographic description of the book/article.

(everyone is given a book/article in a newspaper (magazine))

8). You can select books on the topic of the essay given to you using...?

Explain why.

(systematic catalogue).

9). How do you think? (choose 1 answer option)When searching for the necessary information, the words that carry the greatest semantic load in the text are called:

1. keywords.

2. metaphors.

3. synonyms.

10). How will you search for information about ancient libraries?

Write an answer with explanations.

(Visiting the district library to work with the catalogue.

Using the Internet)

11). How do you think? (choose 1 answer option)

The famous pioneer printer in the Russian state is:

1. Johannes Guttenberg

2. Timofey Nevezha.

3. Ivan Fedorov

12). How do you think? (choose 1 answer option)

A verbatim excerpt from the text of a document is:

1. theses

2. digest

3. quote

13). What is meant by periodicals?

Explain your answer.

1. Magazines

2.Books

3.Articles

14). How do you think? (choose 1 answer option) Using the encyclopedia you can

1. Get complete information about the required topic.

2 . Brief information

15). How do you think? (choose 1 answer option) A systematic list of sections, subsections, characterizing the content, logic and composition of the retelling, abstract, report, etc. prepared by you, is:

1. plan

2. review

When considering the essence of a teacher’s information culture, scientists identify as the main structural elements of this phenomenon cognitive (knowledge and skills in the field of information and computerization), procedural (information technology), technical (computer capabilities), axiological (values, focus on working with information), psychological (readiness and abilities), professional activity (connection of information activities with the profession).

The focus is on the first three elements - cognitive, procedural and technical. There are quite representative lists of elements of knowledge and skills necessary for a teacher to master information culture. As for the psychological aspect, it has been studied to a lesser extent. Therefore, in our study, we set ourselves the task of studying precisely this aspect in order to complement the essential understanding of the teacher’s information culture. Our position is as follows.

The information culture of a teacher must be considered as a complex systemic education, reflecting the integration of knowledge about man and the culture of mankind; information culture reflects the level of development of society, national, economic, environmental, technical and other aspects of the development of society. Information culture is interconnected with other types of cultures.

A modern teacher with an information culture openly demonstrates his own experience and his information behavior to students. This reveals not only openness as a universal trait of a modern citizen, a member of society, but also a pedagogical function, a socialization function, when the experience of information behavior is passed on to other generations along with knowledge of information technologies, attitude to values ​​in the information environment, etc. This orientation as a characteristic feature teacher reflects another feature of the teacher’s information culture. When studying together with students any phenomena, events, processes and facts and using information obtained on the Internet or information processed from literary sources based on information technology, a teacher cannot help but address issues that reflect his own information behavior : Is it possible to improve the presentation of the material? Which student can suggest a different way of presenting? Have any of the students come across any other information on the Internet related to the topic under consideration? Would anyone like to find some additional information for the next lesson? etc.

Thus, the information culture of a teacher is characterized by a clear focus on the use of information technologies in their professional activities with the following goals:

• - application of teaching methods and techniques using modern computer software products and their demonstrations;
• - organization of educational and cognitive activities of students using information technologies;
• - implementation of the emotional and value component of the content of education by demonstrating the capabilities of the information educational environment in obtaining and processing, transforming and storing information (increasing the volume of information, its visibility, the efficiency of obtaining it from various sources, etc.);
• - establishing, through one’s own information behavior, closer contact and mutual understanding with students and colleagues, which helps to enhance the pedagogical impact;
• - increasing not only the level of one’s own professional activity, but also the quality of training, education and development of students;
• - creating conditions for students to develop the need to use information technology in practice.

Additional abilities are required from the teacher. The teacher must have developed a special intuition in order to determine the most successful version of the presentation of the found material from the point of view of students’ perception; there must be special sensitivity in relation to sources - for example, which source to use yourself, and which ones to keep in mind when offering searches to students? These and other features show that a teacher must have integrated different abilities - technical, informational, pedagogical, methodological, psychological. At the same time, the synthesis of these abilities should ensure the success of the teacher’s actions so that the students’ actions are successful. By naming the various abilities that a teacher needs, we thereby draw attention to the psychological characteristics of a person responsible for his information culture, to the importance of studying this aspect, which opens up an additional direction in the formation and development of a teacher’s information culture.

Let us present our vision of the essence of the psychological component of a teacher’s information culture based on the concept of human individuality developed by Professor O. S. Grebenyuk.

The appeal to this concept is dictated by the fact that it reflects an integrated characteristic of a person’s mental capabilities, thanks to which he absorbs social experience and forms his own level of human culture. A person’s individuality characterizes the development of such mental spheres as motivational, intellectual, emotional, volitional, objective-practical, existential and the sphere of self-regulation. Each sphere, in turn, includes characteristics of mental properties and qualities, mental functions of a person, which differ in the level of development for all people. Individuality as a concept is in dialectical unity with the concept of human personality. The interrelation of these concepts reflects the mechanism of human socialization: the assimilation of the experience accumulated by mankind is impossible outside of mental activity. Therefore, the development of culture requires the development of human individuality. In our opinion, considering information culture from the point of view of human individuality will make it possible to formulate a more differentiated characteristic of this type of culture and indicate the internal factors of its development.

Information culture should include sufficiently high levels of development of such properties and qualities of the human psyche and personality that give the teacher’s professional activity distinctive qualitative characteristics (change the individual style of activity, develop the teacher’s competence, increase his authority among students and colleagues, etc.).

Based on the essential understanding of culture and empirical data obtained in more than 200 events such as scientific and methodological conferences, scientific and practical schools, trainings, etc., carried out within the framework of project activities, we present the information culture of a teacher as a characteristic of individuality and personality in unity . teacher education information culture

The characteristics of the spheres of a teacher’s individuality reflect the psychological components of his information culture. The significance of the highlighted characteristics is that they indicate the internal factors of the formation of information culture, the criteria for assessing information culture, and the possibilities of self-development (self-improvement) of information culture.

Summarizing our vision of the teacher’s information culture, we note:

• - the essence of this phenomenon is expressed not only in the specialist’s knowledge and skills in the field of computerization and informatization, in his computer literacy and the ability to implement it in teaching activities, but also in the presence of special methodological skills that allow flexible, variable use of knowledge of information technology and the acquired knowledge information for organizing educational and cognitive activities of students, for the formation of their information culture in the pedagogical process;
• - as a complex phenomenon, the information culture of a teacher can be represented by the following components: information-content, psychological (personal), activity, which include both the ideas already established in science and practice about the knowledge and skills, abilities and qualities of a specialist within the framework of information culture, and new, specific for the teacher.

Culture is a complexly organized complex of developing sign systems designed to store and transmit social experience, a complex of “suprabiological” extragenetic programs of human life. The functioning of subjects of behavior, communication and activity can become a sign system that consolidates and transmits social experience. A teacher who demonstrates to a student ways and techniques of work, patterns of behavior and attitudes to life, acquires the function of a sign system that transmits programs of behavior, communication and activity. Consequently, we can consider the teacher as part of a special system of information codes (culture) that ensures the reproduction and development of society.

The information culture (IC) of a teacher should include the use of a project-reflective approach, which reflects several ideas:

• 1) the development of a teacher’s information culture is possible only in activities that require the teacher to integrate his computer competence with pedagogical competence;
• 2) not every activity can contribute to the development of a teacher’s information culture. We include project activities performed by a teacher using information technology as activities that have this possibility. The result of such activity is, on the one hand, the author’s solution to a certain pedagogical problem (for example, a block-modular organization of studying a topic), and on the other hand, the result of project activity is to improve the quality of education of students, to develop the information culture of students and the teacher himself;
• 3) the formation of a teacher’s IC requires the development of reflexive processes, which act as a system-forming factor in the development of the psychological, activity and information components of IC, influencing the teacher’s ability to integrate these aspects in his professional activities;
• 4) the development of reflection as the basis for the formation of IC requires special work by the teacher to analyze his own project activities performed using information technologies. The analysis should be carried out in two directions:
  • - identification of mental states that arose in the teacher himself;
  • - identification of mental states of students.

It is important for a teacher to find out their own mental states during information activities to create a project and in the process of its implementation in the training and education of students. This will allow you to feel the mental states that may arise in students when familiarizing themselves with the results of the teacher’s project activities. The second direction of analysis is important to carry out in order to get as close as possible to the level of perception, processing, comprehension, and evaluation by students of the proposed information and ways of transforming it into a presentation. The importance of this analysis is that it allows us to take into account the characteristics of the information culture of students for the organization of educational and cognitive activities and at the same time the development of their information culture;

5) the implementation of the project-reflective approach will ensure the development of the teacher’s information culture if it involves targeted activities for its formation, development and self-development of the teacher himself, and also if the teacher is specifically engaged in the formation and development of students’ information culture.

As practice shows, teachers rarely monitor their reactions, states, and sensations during their work, although this is also a consequence of their interaction with students. According to S.A. Zittel, pedagogical activity is reflexive in nature. In this regard, the development of information and pedagogical reflection among students, university teachers and teachers, and the cultivation of the need for it, is of fundamental importance.

It is known that students are not always able to independently identify various situations in educational activities that require reflexive understanding. They must be highlighted by the teacher and given to students as special tasks that require specific mental activity from them. As we can see, the teacher must have the appropriate skills.

Thus, teaching teachers reflective activities when using information technologies to draw up educational projects, to design their own activities in the learning process. At the same time, the problem of developing and including a system of special tasks and assignments in the methodological system of training teachers for project-reflective activities becomes urgent. On the one hand, tasks that reflect the specifics of an academic subject (including a subject that is not an end in itself, but an addition to the main general education disciplines - information technology). And on the other hand, those whose solution requires various types and forms of reflection.

For the development of a teacher’s information culture based on a project-reflective approach, it is important that the impact on teaching practice should have two vectors:

• 1) transformation of the reflection of a practicing teacher (the result of such a transformation should be the emergence of the teacher’s ability to highlight methods of action that affect real changes in students, their abilities, and mechanisms of consciousness);
• 2) changing the very methods of action of the practicing teacher through his reflection of past experience, awareness of the limitations of previous ways of working.

Of course, the first and second directions of change are related to each other. By changing reflection and awareness of his own action, a person very often changes the nature of the construction of the action. But this, as a rule, happens in cases where a person, in reflection, identifies the method of his action.

So, briefly, the project-reflective approach to the formation of a teacher’s information culture has the property of strengthening the pedagogical and psychological basis of the process of professional training, which contributes to the development of not only knowledge and skills in the field of information activities, but also the development of abilities (to reflect, anticipate, ensure understanding of information and etc.) necessary for the effective use of information technologies in teaching activities.

Information culture of the teacher

Kochetok Natalya Gennadievna

• Thinking (the ability to analyze information resources and identify their capabilities in solving problems of pedagogical activity, to show creativity, flexibility, criticality, systematicity, mobility and efficiency of thinking in situations of searching, transforming and transforming the necessary information);
• Knowledge of information technology.

• Motivation for the development of information culture (the desire to master modern information technologies, the desire to study best practices in the field of informatization of education, focus on achieving a high level of information culture).

• Purposefulness of actions in the information environment (volitional resolution of contradictions, ability to perform activities at an optimal level of activity, mental stability in relation to difficulties);
• Patience and self-control in situations of searching for information, processing it for pedagogical purposes;
• Perseverance in mastering new information technologies.

• The ability to understand one’s own emotional states in situations of searching and processing information (focus one’s attention on the ways and means of obtaining information);
• The ability to withstand with dignity the lack of results, technical and other obstacles when working in the information environment;
• The ability to adequately assess one’s own achievements in the use of information technology, one’s level of information culture.

• The ability to reproduce and master new knowledge, types, forms of activity in the information environment;
• Willingness for collective activities using information technology;
• Possession of operational skills (ability to work with software, make decisions, select the necessary information, develop ideas);
• Possession of information processing skills;
• Ability to communicate using information tools and technologies;
• Ability to navigate the information environment.

1. Inclusion of the teacher in project activities;
2. Organization of independent development by the teacher of various projects and their implementation based on information technology;
3. Self-diagnosis and self-analysis of achievements in the field of project activities carried out on the basis of information technology;
4. Collaboration with colleagues in project activities.

1. Formation of information culture of the individual: theoretical justification and modeling of the content of the academic discipline / N.I. Gendina, N.I. Kolkova, G.A. Starodubova, Yu.V. Ulenko - M.: Interregional Center for Library Cooperation. 2006. - P.10-11
2. Zubov, Yu.S. Informatization and information culture / Yu.S. Zubov // Problems of information culture: collection. articles.- M., 1994.- pp. 6-11

• Less than 14 - weak level of development of information culture;
• 15 - 24 - acceptable level of development of information culture;
• 25 - 34 - sufficient level of development of information culture;
• 35 - 43 - optimal level of development of information culture.