摘要
在教育部正式印发的义务教育课程方案(2022年版)中,信息科技作为独立科目第一次列为国家课程。该文围绕义务教育阶段信息科技课程的建设路径,提出了课程标准、教材建设、资源开发、教师培训、教学实践、学业评价以及反馈迭代和优化推广共八个关键要素,并逐个分析了八个关键要素的地位、作用和相互关系,进而提出落实信息科技课程建设的可行道路。最后,还讨论了信息科技教学中一线老师急需的指引、辅助、环境。
In the compulsory education curriculum plan(2022)officially issued by the Ministry of Education,information science and technology as an independent subject was listed as a national curriculum for the first time.Focusing on the construction path of information technology curriculum in the compulsory education stage,eight key elements are put forward,including curriculum standard,teaching materials,resource construction,teacher training,classroom practice,academic evaluation,feedback iteration,optimization and promotion.The status,role and mutual relationship of the eight key elements are analyzed one by one,then it is raised that a feasible way to implement the information technology curriculum construction.Finally,it also discusses the guidance,assistance and environment badly needed by front-line teachers in teaching practice of information science and technology.
作者
熊璋
李正福
Xiong Zhang;Li Zhengfu(University of International Business and Economics,School of Information Technology,Beijing 100029;Institute of Curriculum and Textbook Research,Data Resource Service Center,Beijing 100029)
出处
《中国电化教育》
CSSCI
北大核心
2023年第1期127-132,共6页
China Educational Technology
基金
教育部课程教材研究所重点项目“国家教材网建设与功能作用研究”(项目编号:JCSZDXM2022015)研究成果。
关键词
义务教育
信息科技
课程建设
路径研究
compulsory education
information science and technology
curriculum construction
research of path
作者简介
熊璋:教授,博士生导师,院长,教育部义务教育信息科技课程标准专家组组长,研究方向为人工智能、数据活化、信息科技教育;李正福:副研究员,博士,研究方向为科技教育、科学课程与教学论、课程教材建设与管理。
