互联网的发展扩大了人们对信息的获取方式，丰富了信息类型，信息量发生指数级增长。能否对网络信息进行有效的搜集、储存、评价、分析、利用和整合，成为个体综合素质高低的重要表现。10-19岁的青少年，在我国整体网民结构中所占比例较高（19.6%）。作为“数字原住民”，青少年对网络社交和网络信息有着强烈的需求。帮助青少年提升网络信息能力，有利于青少年更好地适应网络社会，实现全面发展。 网络信息能力是网络素养的核心。本文以青少年网络信息能力为研究对象，首先将网络信息能力划分为网络信息获取能力、网络信息分析能力、网络信息利用能力3个维度、9个指标、21个操作化定义，进而考察我国青少年网络信息能力的基本情况。其次，构建青少年网络信息能力的影响因素模型，具体分析个人、家庭、学校三大属性对青少年网络信息能力及3个维度、9项指标的影响。本文使用问卷调查法，采用整群抽样的方式，对48所中学的初中生和高中生进行问卷调查，再运用分层回归法对数据进行影响因素的分析。研究结果发现，我国青少年的网络信息能力水平不高，网络信息能力及3个维度在户口、地理区位、成绩上存在显著差异；性别方面，除网络信息利用能力外，均存在显著差异；年级因素仅对青少年的网络信息分析能力具有显著影响。家庭上网设备数量、父母学历，对青少年的网络信息能力及3个维度具有显著正向影响；与父母讨论网络信息的频率，对青少年的网络信息能力及3个维度具有显著的正向影响；父母干预频率对青少年网络信息能力及3个维度没有影响。教师使用多媒体频率对青少年网络信息能力及3个维度有显著的正向影响，学校开设相关课程对网络信息能力和网络信息获取能力具有正向影响。 最后，本文针对青少年网络信息能力的问题及影响因素，提出以下提升策略：第一，“赋权”是青少年网络信息能力的核心理念；第二，青少年应着重提升自身的网络信息分析和利用能力；第三，家长应成为青少年网络信息能力提升的引导者；第四，学校需加强网络信息能力教育方面的课程设置和师资建设。

In 21th century, the development of Internet has expanded ways of information acquisition, enriched the types and quantities of information. The ability of effective collection, acquisition, evaluation, analysis and utilization of network information has become an important manifestation of individual comprehensive quality. The proportion of adolescents aged 10-19 is 19.6%. As “Digital Natives”, adolescents have a strong demand for network social contacts and network information. Improving those teenagers’ Internet information ability will help them to adapt to the network society and achieve a comprehensive development. The ability of Internet information is the core concept of Internet literacy. The research object is the Internet information ability of adolescents. This article set up 3 dimensions and 9 indicators to measure the Internet Information Ability. The influence factors include three aspects from individual, family and school. The research method of this article is questionnaire survey. Based on the data from 48 affiliated middle school students of a university, this article uses hierarchical regression to analyze the factors affecting the Internet information ability of teenagers. The results of this study found that the score of Internet information ability of adolescent in China is not high. In the aspect of individual, household registration, geographical location and school record, have an obvious significance with the ability of Internet information, Internet information acquisition, Internet information analysis, and Internet information utilization. There is a significant difference in information utilization ability between different gender. The factor of grade has a significant impact on adolescents’ Internet information analysis ability. In the aspect of family, the number of Internet devices and parents’ educational background positively influence the ability of Internet information, Internet information acquisition, Internet information analysis, and Internet information utilization. Besides that, the frequency of parental intervention has no effect on adolescents’ Internet information ability and its 3 dimensions. In the aspect of school, the frequency of teachers’ use of multimedia positively influence the ability of Internet information and its 3 dimensions. The factor of school curriculum has a positive impact on the ability of Internet information and the ability to obtain network information. Finally, this paper puts forward some suggestions to improve Internet information ability of teenagers. Firstly, empowerment is the core concept of teenager’s Internet information ability. Secondly, teenagers themselves should focus on improving their ability of Internet information analysis and Internet utilization. Thirdly, parents should be the guide for the promotion of Internet information ability of their children. Finally, those schools should set up courses related to Internet Literacy education and train teachers to master teaching skills of Internet information ability.