信息社会开放的学习方式和学习内容对信息技术教育提出了新的要求：将学习者培养成信息认知过程的觉知者，帮助他们有效地调控自己在信息认知过程中的心理和行为，从而有效地促进学习。信息意识既是信息认知的必要条件和保障，也是信息认知的结果之一。作为信息素养的重要组成部分，信息意识在信息认知的过程中具有重要的意义。但在当前的相关研究中并存着两种信息素养的结构，并且信息意识的内涵缺少可操作性，致使信息技术课程标准中强调的“三维教学目标”难以落实，研究结果难以有效地指导少数民族地区的信息技术教学实践。随着心理学中意识研究的不断进展，有必要进一步深入研究信息意识的概念与作用机制。理论方面，首先，本研究利用文献分析法，在心理学中意识概念的基础上，结合已有的研究，界定了信息意识的概念。信息意识是信息主体在与信息有关的认知活动中产生的感受，并在感受积累的基础上形成的对信息认知活动的觉知能力。其次，利用回归分析构建了信息意识的目标结构。信息意识目标结构包括信息行为觉知、信息情感和信息观点三要素，三要素之间相互影响。第三，利用回归分析构建了信息意识的过程结构。信息意识过程结构包括信息需求、信息应用和信息交流三阶段，节点之间的联系主要来自与该节点同层或同列的其他节点。第四，结合人格类型理论和信息意识的概念，确定了人格对信息意识的影响。实证方面，首先，信息意识结构的合理性得到纳西族和汉族样本的定量实证。并且纳西族初中生的信息意识略低于平均水平，而汉族的略高于平均水平。其次，纳西族和汉族初中生的信息意识目标结构相似，但汉族初中生信息行为觉知的发展比纳西族快。第三，纳西族和汉族初中生的信息意识过程结构在信息应用阶段均得到了较好的发展。相对而言，纳西族学生的优势在于信息情感对信息活动的参与，而汉族学生的长处则在于信息需求阶段，以及信息行为觉知和信息观点的发展。第四，通过自我选择区域SSR分析和结构方程模型SEM分析，实证了人格影响信息意识的维度。初中生的样板人格类型是ESFJ和ESFP。纳西族初中生人格的性别差异显著，而汉族初中生人格的年级差异显著。E是纳西族初中生信息应用的预测因素，J是信息交流的预测因素。而对于汉族初中生，E和S是信息需求的预测因素，E和T是信息应用的预测因素，F是信息交流的预测因素。为了架起理论和实践之间的桥梁，以初中生人格与信息意识的关系为依据,初步提出了基于人格的信息意识教学策略P-ICS,以有效促进信息意识三要素在信息认知的各阶段统合发展。IComm阶段策略的实施验证了P-ICS的有效性，但策略实施的具体问题有待于进一步研究。研究结果有助于澄清信息意识的概念，解释解决信息问题的过程中信息意识的变化规律，揭示人格对信息意识的影响，对纳西族初中信息技术教学有直接的指导作用，对少数民族地区信息技术教育有一定的参考价值。

Ways and contents of open learning of information society put forward new requirements for information technology education. Through training learners to be aware of information cognition, and through helping them effectively regulate their psychology and behaviors in information cognition, we can improve their learning effectively.Information consciousness is necessary condition and security of information cognition. It is also one result of information cognition. As a part of information literacy, information consciousness had important significance in information cognition. But there were two coexisting information literacy structures in available studies. And the definition of information consciousness was lake of feasibility. So “three dimensional teaching goal” emphasized in curriculum standard of information technology was difficult to implement, and the results cannot be used effectively in information technology teaching of minority areas. Since consciousness research had made progress, it was necessary to further study the concept of information consciousness and its mechanism.In theoretical aspect, first of all, based on concept of consciousness in psychology, document analysis was used to define information consciousness, which combined the process structure and the target structure of information literacy. Information consciousness is feeling awared by subject in information cognition, and is awareness ability of information activities based on accumulated feelings. Second, regression analysis was used to construct the target structure of information consciousness. The target structure of information consciousness includes three factors of information awareness-behavior, information emotion and information view. And these three factors influence each other. Third, regression analysis was used to construct the process structure of information consciousness. The process structure of information consciousness includes three phases of information need, information application and information conmunication. But contactions between nodes mainly came from the same line and the same column of the node. Fourth, based on personality type theory and the concept of information consciousness, influence of personality to information consciousness was inferenced.In empirical aspect, firstly, a sample of junior high school students of the Naxi minority and the Han minority was used to validate information consciousness structure empiricaly. We found that information consciousness of Naxi students was slightly below the average level, and that of Han students’ were slightly higher than the average. Secondly, the target structures of information consciousness of both munities were similar, but Han students’ information-behavior awareness progressed faster than that of Naxi students’. Thirdly, information applications of both minorities were good. In contrast, Naxi students’ information emotion were better in information activities than that of Han students’, and Han students had better information needs, information-behavior awareness and information views than those of Naxi students’. Fourthly, SSR analysis and SEM were used to confirm the influence personality dimensions to information consciousness. Typical personality type of junior high school students were ESFJ and ESFP. Personality differences mainly came from inside minority. Gender difference of Naxi students’ personality was significant, but grade difference of Han students’ was significant. E was a predictor of Naxi students’ information application, and J was a predictor of their information communition. As for Han students, E and S were predictors of information needs. E and T were predictors of information application. And F was a predictor of information communition.In order to bridg between theory and practice, and according to relationships between personalty and information consciousness, the teaching strategies of personality and information consciousness was put forward tentatively to promote information consciousness by integrating three elements in every phases of information cognition. Implementing IComm phase’s strategies proved that P-ICS was valid, but some specific problems of P-ICS need to be further researched.The results were helpful in clarifying concept of information consciousness, in explaining mechanism of information consciousness changing in solving information problems, and in revealing influence of personality to information consciousness. It could be used to guid information technology teaching of Naxi junior high school directly. It also could be referenced by information technology education of other minority regions.