International Comparison of High School Information Technology Course
I. Comparison of information technology education in major countries in the world
In the study of curriculum design, we examined the Primary and Middle School Information Technology Education and Information Technology Courses in the United Kingdom, the United States, Canada, Japan, South Korea, Taiwan, Hong Kong and other countries and regions [[1]].
1. Implementation and Systemization of Information Technology Education
(1) Forms of implementation of information technology education
In terms of basic forms of information technology education, it is usually divided into independent setting courses and general discipline applications. The latter type is the integration of information technology and disciplines in my country is advocating.
Furthermore, the implementation status of information technology education in Chinese and secondary schools in the world is based on the above two basic forms, which can be divided into three major categories: coexisting, application, independence.
The so-called coexistence means that the information technology course is implemented by independent setting courses and general course applications. This is the mainstream type, which is used for most countries; To implement the type of course. Briefly, the form of information technology education is implemented separately; the so-called independence is independently set information technology courses, not emphasizing information technology in general discipline teaching. Briefly, the form of forming a separate discipline is taken. For the whole, the first category is most, and there are fewer two categories.
From the long-term consideration of information technology education, the type of "coexisting" will exist in some countries, and my country belongs to this situation.
(2) Systemization of information technology curriculum implementation
The so-called systemization is only for the course. Compare the national primary and secondary information technology courses listed in the previously listed countries, and its systemization is mainly understood as a curriculum for primary, junior high school, high school.
In this basic education curriculum reform, my country's information technology courses also present the systemic characteristics. It has information technology courses from the third grade of primary school. Among them, the compulsory education stage is in comprehensive practices, high schools have independent subjects. .
2. Diversity of information technology courses
With the joint efforts of the world's educators, the information technology course is going to mature, and everyone is increasingly consistent in understanding the course goals and content. However, even relatively mature courses, it will also exhibit rich diversity due to understanding, especially for information technology courses.
(1) title and origin
British primary and secondary schools open ICT (Information and Communication Technology) courses, from the 2000 IT (Information Technology) course, both are primary, junior high school and high school consistent courses. A number of countries (regions, states) will be called "information technology". Japan's high school is currently opening "information" courses, and its origin is the "Information Basic" elective part of the "Information Basics" in the first - middle "technology and family" course stipulated in the previous issue, and the second is related courses such as high school elective "information processing". . Of course, some countries (regions, states) will be called "Computer" courses.
The course title reflects the difference in course philosophy. For example, my country's information technology courses are transformed by computer courses. The name change is in order to better reflect the changes in education concepts, reflecting the changes and courses of education. The richness of the connotation.
(2) The goal of the course
table
1-1-1
Structure of some national and regional information technology courses
Country and region
Course Title
Information Technology Course Target Specific Category
United Kingdom
Information and communication technology
acquire knowledge
Development thinking
Communication and sharing information
Review, modification
And evaluation
West Wis
Kangsin Prefecture
information Technology
Media and technology
Information and investigation
Independent learning
Learning Community Canada
Province
Information and communication technology
Basic operation,
Knowledge and concept
Product processing method
Communication, investigation, decision-making
And problem solving
Japanese
Information
Information use
Practical ability
Scientific understanding of information
Participate in the attitude of information society
It can be seen that the information technology course goals cover three large aspects of cognition, skills, and emotions, but depending on the specific scope of understanding, and each weight is considered. Referring to the above table and related literature, it can be learned that the information and communication technology courses in Albata, Canada pay attention to the training of information and communication technology, especially the training of application capabilities, and the exchange, investigation, decision-making and problem solving as the entire The higher standards of the course make students pay more attention to the application of information technology courses, apply the knowledge learned to society, family and study; US Wisconsin is more focused on collaborative learning and independent learning ability, A category is listed separately, and the basic operations and tools are used as a basic operation; Japan pays more attention to the cultivation of cultural literacy related to information technology, and regards it as an important part of information technology education; Hong Kong It is more information from the perspective of assistive learning, mainly to focus on their information technology tool auxiliary learning.
In short, the educational objectives of countries are people who look for "complete", hoping to promote the comprehensive development of students' cognition, skills, emotions, etc. through education to form a sound personality. my country's previous computer education more attention to cognitive and skills, for the process and method, emotional attitude and values are not valued, and with the progress of this basic education, especially changes in information technology education, three Aspects are like three feet strongly supporting the Ding of information technology education. We must deepen the significance of the basic cultural education of information technology education, so that students' partners have been balanced.
(3) The content of the course
Looking at the information technology courses of countries, all the following contents are covered:
Explore knowledge and use, familiar with hardware and software
For example, the UK: Professor students collect information from various resources; obtain and save various forms of information; organize stored information; select and supplement information from the organizable information to achieve designated destination, etc..
Wisconsin, USA: Professor students correctly use input and output devices; operation basic sound and video equipment; understand and explain the function of each component of computer system; understand the form of ordinary media; explain the role and influence of media and technology.
Japan: Students are required to understand the basic composition and performance of the computer, and can operate; master the function of software; can utilize software processing information; master the characteristics and utilization methods of the information transfer method; can collect, judgment, process and process information release.
Select, discriminate, communicate, organize, rendering information
Such as the United Kingdom: Professor students how to present information in various forms to achieve the purpose of sharing ideas; what kind of information they need and how to discover and use information; how to integrate information, check if it is reasonable, consider what happens if there is error or vulnerability? Things; how to correctly organize text, form, image, and sound development and refining ideas; how to choose the right resources, use and refine search methods and question the availability and value of information that have been found; use the system's views to think about the information required, and Discuss how to use it.
Wisconsin, USA: Professor students use computer and tool software organizations and creation information; evaluate media and technologies in the production process and display process, propose improved recommendations for future production and display methods; determine the authority of resources, effectiveness , Reliability, accuracy, correlation, comprehensive, etc.
Japan: Taking the network retrieval system as an example, professor students use the use of databases and electronic encyclopedia, learn effective retrieval, and collect information. Furthermore, students understand the steps and methods of using different media query information, the resulting results and work efficiency are also different; recognize that in order to improve efficiency, users and providers should use a certain effective method, etc.. According to the purpose, scientific decision
The combination of various information is used as an important learning content, and the cultivation of student decision-making capacity is inserted in the process of processing information.
UK: How to analyze the task needs, consider the information and use of information and use; how to judge in the selection of information resources and information; use information technology to strengthen learning and work quality; in various subjects and backgrounds, effectively use Information technology to explore, develop and integrate information and solve problems; in various subjects and backgrounds, the information resources and information technology tools effectively use information resources and information technology; how to consider how to discover and develop information technology Meet the needs of the specified audience, and is presented in accordance with the object and suitable information content.
Wisconsin: Professor's policy, learn to compare information, analyze information, master solutions; to organize ideas and concepts with work topics and purpose; use a variety of research, investigation strategy formation plan and many more.
Japan: Internships of a person or group in the curriculum in the course content. Such as: Introduction "The History of School", "Record of Cultural Festival", "Record of Subgybr", etc. According to the specific topic, make a web page or electronic episode. Through these activities, students think about how to choose tools, organize processing information, and complete tasks. In this process, it is emphasized that it should not only stay in simple production, but ask students to consider the development of plans, and conduct self-assessment and inter-students in the studies.
(4) Implementation annual paragraph (sector)
Information technology courses have been implemented in terms of the national (regional, state). The British ICT course begins in elementary school, and until high school; South Korea's information technology courses are also a consistent course that begins in primary school; set up independent "information" courses in Japan, but in the "Technology and Family" course in junior high school "information "Study" with a computer; the US situation is more complicated, the state is different, the situation is different.
Second, the revelation of the development of information technology curriculum in my country
1. Systematicization of information technology courses
(1) Systematicization of courses research and development
The construction of information technology courses is not to design the curriculum standard is good, and it should also include all aspects of the teaching materials to the implementation of the course. Therefore, after the curriculum is launched, the textbook developer and the majority of teachers are both practical, and also researchers. It is necessary to build information technology courses in practice and research, and research content includes re-understanding and implementation of course goals. And inquiry and attempts to build, teaching methods and evaluation methods, etc. At the same time, it should be noted that the information technology course is a new course. In the continuous implementation process, it is very important to enhance the society's understanding of the course and win more support for the course.
(2) Systematicization of the courses
The information technology courses established based on the demand for social development should be considering the demand for the entire stage of basic education. In elementary school, junior high school, the establishment of information technology courses or how to set up, should be considering according to factors such as students' development and social needs. In my country, this basic education curriculum has launched a high school stage information technology curriculum standard. The compulsory education phase is a slightly involved in the comprehensive practice of the integrated practice. From the form, it has been systematically formed, from the content It is still very insufficient, and it should be made in the next step. (3) Systematicization of courses and environmental relations
Information Technology Courses as a subsystem of the underlying Education Stage Course System, not isolated. First, the current integration of information technology and discipline courses in the country, from the perspective of information technology education, it is one of the important components of information technology courses, from the overall view of the basic education course, it is Applying information technology as an inevitable component of course, teaching, education. Like information technology courses, the integration of information technology and disciplines is also a new thing. There are many unknown need to explore, information technology courses, and even information technology teachers must pay attention to curriculum construction, also support schools and other disciplines. Pay attention to integration, regarding comprehensive promotion of information technology education as its own responsibility. It is to be recognized that the implementation of information technology education is not completed by the information technology courses, but must be done by including all educational activities, such as information technology in general disciplines, involving schools. Like language education, mathematics education, it is impossible to complete only in Chinese, mathematical curriculum, and more extensive learning is in student learning and life. Therefore, these factors must also be taken into account in the implementation of the information technology curriculum to mobilize all aspects, but in turn to ensure high quality implementation.
2. Development concept of information technology courses
The development of information technology has developed unusually developed abnormalities, reflecting basic education, and will inevitably lead to the development and change of information technology courses. We should recognize this change, do a good job of positive ideas, and it should also be recognized that this change is not just the matter of information technology courses, based on the educational concept, any course in the basic education phase will continue to face. Time test, constantly forming the migration of objectives, content, etc., in the battle of these tests, we are not isolated, we have many alliances and comrades. Therefore, on the one hand, we have to study the changes of information technology, constantly discovering, explore relatively stable inner value in the course; on the other hand, we must pay close attention to the evolution law of information technology courses, explore the possible changes, firmly grasp the information technology The course of the course and even the information technology education.
[1] National Basic Education Curriculum Reform Project "Preliminary Study of Program of Information Technology Courses in Primary and Secondary Schools". Research information compilation (1st ~ 8), the Basic Education Course Center of the Northeast Normal University of the Ministry of Education.
