21世纪人类已经跨入了信息时代，个体的所有活动都和信息紧密联系在一起，信息已经成为社会系统当中的重要组成部分。意识到信息的重要性，具备有效获取信息的能力和能够合理利用信息解决所面临的问题是当今社会优秀人才所必备的信息素养。与此同时，各国不断加大在信息化方面的培养力度，以进一步提高本国学生的信息素养。 信息素养是指个体结合自身需求有效地获取、加工和使用信息的能力与修养的综合表现。目前，有关信息素养的研究大多是从培养的角度入手，力图构建有效的评价标准，但是缺少明确的信息素养理论框架和信息素养的测量工具，尤其是针对中学生群体。虽然依据评价标准可以很准确地判断出学生信息素养发展的个体情况，但是其评估结果针对的是信息素养的培养效果，无法判断学生信息素养的整体情况。同时，我国目前关于中学生信息素养的现状依旧不明确。因此，本研究主要依据国内外信息素养研究的基础，构建中学生信息素养的结构，并据此编制中学生信息素养测评工具，从而为中学生信息素养的评估和监测提供一定的参考。 本研究将信息素养分为信息意识、信息知识、信息获取能力、信息加工能力和信息道德五个维度。通过两次小范围施测，根据数据分析结果对量表项目进行不断修正。最后在安徽、湖北、山东和河北等地进行了一次大规模施测，共有914份有效问卷，数据结果显示，我们构建的中学生信息素养的五个维度是合理的，验证性分析结果为： χ2/df = 2.52（χ2 =440.98 ，df =175），TLI = 0.91，CFI = 0.93，RMSEA = 0.04，量表的总体α系数为0.83，可知中学生信息素养量表具有较好的信效度，可以用于中学生信息素养的评估。本研究最后利用编制的量表，对中学生信息素养现状进行了分析，发现女生的信息素养水平高于男生，中学生信息素养水平与其学习成绩和学生父亲受教育程度均有显著相关。

In the 21st century, mankind has stepped into the information age. All individual activities are closely linked with information. Information has become an important part of the social system. Being aware of the importance of information, having the ability to obtain information effectively and being able to rationally use the information to solve problems are the necessary information literacy for outstanding talents in today's society. At the same time, countries continue to increase their training in informatization to further improve the information literacy of their students. Information literacy refers to the comprehensive performance of an individual's ability to acquire, process, and use information effectively in conjunction with his own needs. At present, most researches on information literacy start from the perspective of training and try to construct effective evaluation criteria. However, there is no clear theoretical framework for information literacy and measurement tools for information literacy, especially for middle school students. Although the individual conditions of student information literacy development can be accurately judged according to the evaluation criteria, the evaluation results are aimed at the training effect of information literacy and cannot judge the overall situation of student information literacy. At the same time, the current status of China’s information literacy for middle school students remains unclear. Therefore, this study mainly builds the structure of information literacy of middle school students based on the research of information literacy at home and abroad, and compiles middle school students' information literacy assessment tools accordingly, so as to provide a certain reference for the evaluation and monitoring of middle school students' information literacy. This study divides information literacy into five dimensions: information awareness, information knowledge, information acquisition capability, information processing capability, and information ethics. Through two small-scale tests, the scale items were continuously revised based on the data analysis results. Finally, a large-scale test was conducted in Anhui, Hubei, Shandong, and Hebei, with a total of 914 valid questionnaires. The data showed that the five dimensions of information literacy we constructed were reasonable, and the verification analysis results were: /df = 2.52 (χ2 = 440.98, df = 175), TLI = 0.91, CFI = 0.93, RMSEA = 0.04. The overall alpha coefficient of the scale is 0.83. It can be seen that the information literacy scale of middle school students has a good reliability and validity. Used for the evaluation of information literacy for middle school students. This study finally used the compiled scale to analyze the information literacy status of middle school students and found that the information literacy level of middle school students was higher than that of boys. The information literacy level of middle school students not only increased with their academic performance, but also affected the students’ fathers. The degree of education is significantly related.