试谈小学信息技术教材的内容编排——教材设计与儿童认知发展相长  

On the Content Arrangement of IT Textbooks for Primary Schools——The Mutual Development of Textbook Design and Children’s Cognitive Development

作　　者：于颖[1] 胡金艳[1] 李艺[1] 

机构地区：[1]南京师范大学教育技术系,江苏南京210097

出　　处：《课程．教材．教法》2007年第5期72-76,共5页Curriculum，Teaching Material and Method

摘　　要：儿童的认知不同于成人，有其发展的特殊性，因此信息技术课程必须考虑儿童的认知特点，在教材设计上给出一条符合儿童认知特点的科学的道路，达到教材内容结构与儿童心理结构的和谐统一，即按照儿童的认知规律来设计教材。这样，通过教材的合理设计，才能较好地对儿童的认知发展起到促进作用。Children＇s cognition is different from that of adults and has its own characteristics. As a compulsory course for primary schools, information technology must take children＇s cognitive characteristics into consideration and explore a scientific approach in textbook design to achieve the harmonious unification of the content of textbooks and children＇ s psychology, namely, to design the textbooks according to children＇s cognitive orders. Thus, children＇s cognition can be developed through the reasonable design of textbooks.

关 键 词：信息技术教材 内容编排 认知发展 结构 

分 类 号：G634.67[文化科学—教育学]