基于核心素养的信息技术教材结构设计--以高中“数据管理与分析”选修模块为例  

Exploration of ICT Textbook Structure Design Based on Key Competence——Taking “Data Management and Analysis” Elective Module in High School as An Example

作　　者：于颖[1,2] 周东岱[1] 

机构地区：[1]东北师范大学信息与软件工程学院,吉林长春130117 [2]曲阜师范大学传媒学院,山东日照276826

出　　处：《中国电化教育》2017年第5期19-25,共7页China Educational Technology

基　　金：教育部人文社会科学研究青年基金项目“智慧教育理念融入信息技术课程结构的理论研究与实践探索”(项目编号:14YJC880103);国家科技支撑计划子课题“中小学师资培训课程资源库技术研究”(课题编号:2014BAH22F03)阶段性研究成果

摘　　要：在新一轮高中信息技术课程标准修订中,强调了核心素养对课程的统领作用。相应地,教材作为课程标准落实的重要载体,可以把其理解为基于核心素养的教材。为了明晰如何设计基于核心素养的信息技术教材,该研究通过对课程层次、课程标准及教材结构的分析,得出:基于核心素养的教材更应该是"学材",教材结构是一个囊括内容、程序与形式结构的立体结构;CTACK框架能够体现计算思维、活动与学科知识间的相互依存关系,可作为教材结构建构的基本框架。在此基础上,研究以高中"数据管理与分析"选修模块为例,基于CTACK框架,初步探讨了信息技术教材三重结构建构的方法,并设计了教材案例片段。The new curriculum standard clearly highlights the guiding role of key competence. Correspondingly, new textbook can be understood as the textbook based on key competence as an important carrier of curriculum standard. In order to study how to design ICT textbook based on key competence, we get conclusions as follow after analyzing curriculum level, curriculum standard and textbook structure. Textbook based on key competence should be ＂learning materials＂ and textbook structure is a three-dimensional structure which include content, procedural and formal structure.We need design textbook three-dimensional structure based on CTACK, which reflect the relation of computational thinking and subject knowledge and activity. On the basis of this, the paper takes ＂data management and analysis＂ elective module in high school as an example. Based on the CTACK framework, this paper discusses the method of constructing ICT textbook structure and designs textbook case fragment.

关 键 词：核心素养 计算思维 教材结构 CTACK 数据管理与分析 

分 类 号：G633.67[文化科学—教育学]