从英国ICT课程变革反观我国信息技术课程目标与内容建设——基于知识、人本与社会三维融合的视角

发布时间：2018-04-29 18:35

本文选题：信息技术课程 + 变革　；参考：《电化教育研究》2014年07期

【摘要】：2013年2月,英国教育部在新发布的国家学习计划草案中,将原有的ICT课程更名为计算(Computing)课程,无论是在课程目标还是在课程内容上都进行了深层次变革,从早先的课程应用取向回归至专业取向。通过分析英国此次课程变革的背景、原因和做法,我们大致可以得出,英国此次变革是在其达成知识、人本与社会统一基础上的一种理性回归。借鉴其变革思路,我国的信息技术课程目标和内容建设可以基于课程目标影响源——知识、人本与社会三维融合的视角来重新审视存在的问题,并予以改进:在课程目标方面,用数字智慧进行替代描述,建设立体化三维目标体系;在课程内容方面,通过横向和纵向两个维度对知识内容进行深度挖掘,使用内容嵌套分级法解决学生个体差异问题,适应数字化社会生活需要,重视计算思维和高阶思维活动的设计等。
[Abstract]:In February 2013, the Department of Education changed the name of the original ICT course to Computation in the newly released draft of the National Learning Plan. Both the curriculum objectives and the content of the curriculum have undergone profound changes. From the previous curriculum application orientation to professional orientation. By analyzing the background, causes and practices of the British curriculum reform, we can roughly conclude that the British reform is a rational return on the basis of its knowledge, humanism and social unity. Drawing on its reform ideas, the information technology curriculum goal and content construction in our country can re-examine the existing problems from the perspective of knowledge, humanism and social three dimensional fusion of curriculum objectives: in the aspect of curriculum objectives, In the aspect of curriculum content, the knowledge content is deeply mined through horizontal and vertical dimensions, and the problem of individual difference is solved by using the method of content nesting and grading. In order to meet the needs of digital society, we should pay attention to the design of computational thinking and higher-order thinking activities.
【作者单位】：曲阜师范大学信息技术与传播学院;东北师范大学信息与软件工程学院;
【基金】：全国教育科学“十一五”规划国家一般课题“农村基础教育信息化绩效评估体系构建及应用研究”(课题批准号:BCA100097)
【分类号】：G202-4;G423

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