中、日、英三国信息技术课程标准的知识观比较研究  

Comparative research of knowledge theory on IT curriculum standard of China, Japan and British

作　　者：隋清江[1] 张进宝[2] 黄荣怀[2] 

机构地区：[1]牡丹江师范学院计算机系,黑龙江牡丹江157012 [2]北京师范大学信息科学学院,北京100875

出　　处：《学科教育》2004年第7期13-18,共6页Journal of Subject Education

摘　　要：本文从知识观在教育科学中的应用角度 ,对中、日、英三国信息技术课程标准中的课程目标、课程内容进行比较研究 ,并得出以下结论 :由于对信息技术课程地位、作用及未来人才观的共识 ,不同国家的信息技术教育知识观已经趋同和融合 ;国家体制、文化传统的差异致使在“情感和态度”方面的知识价值观存在着显著的差异 ;发展为本的课程已经成为世界课程改革的基本趋势 ;我国的课程已经转向更加关注人的全面发展 ,探索能够适应未来社会需要的 ,具有创新精神的人才培养策略。对于深入理解我国信息技术课程新标准 ,进一步做好课程标准的实施等工作有一定的指导意义。This paper is about the comparative research on curriculum standard of China, Japan and British, through the point of view on knowledge theory application in education science, and makes conclusions. Due to the consistent self-identity on IT curriculum status and effect and the theory of ability, the knowledge theory of different country inclines to the same and consensus. The diversity of national regime and traditional culture lead to the distinct differences in knowledge cognition of sensibility and attitude. Developing curriculum becomes the basic form of world curriculum reform. The curriculum of China has converted to pay more attention to person's comprehensive development and explore the creative cultivation strategy meeting to the social need in the future. This paper will be benefic and helpful to further comprehend IT Curriculum Standard and better promote the implement of the Standard.

关 键 词：信息技术 课程标准 知识观 价值取向 课程目标 中小学 

分 类 号：G632.3[文化科学—教育学] G633.67