Exploration into Students' Information Literacy Training Model Based on Graph Theory-regression Algorithm

Abstract

Research of the problems related to the cultivation of students' information literacy is mainly theoretical research on the concept of information literacy, cultivation modes and methods, cultivation strategies and approaches, which is highly subjective and lacks specific and explicit data models to provide data support for the implementation analysis of the research, process tracking, and result evaluation. To this end, this paper collects students’ real data by means of questionnaires, and based on the data, conducts research on the training model of students' information literacy. First, the reliability and validity of the collected data are analyzed to prove the consistency, reliability and energy efficiency of the data. Second, students’ information literacy at this stage is analyzed, the linear regression algorithm is used to analyze the information literacy data of students, thus forming a preliminary regression training model. Finally, in order to reduce the problem of data paranoia due to the singleness of the data collection group and the lack of large data volume, this paper analyzes the in-out degree between the factors influencing students' information literacy based on the graph theory algorithm, using it as the relative influence weight of each factor. Combining the regression training model, a student information literacy training model of graph theory-regression type that integrates graph theory algorithm is proposed. The model is based on student data, uses linear regression method to study the basic composition of the training model, and uses graph theory algorithm for secondary correction of each influencing factor. The analysis results show that the model can not only provide data support for the cultivation of students' information literacy, but also objectively reflect the real information literacy of students at this stage, thus providing data basis for the subsequent training and evaluation of students' information literacy.