甘肃省高中信息技术学科新课改实施质量分析研究

发布时间：2019-07-05 07:27

【摘要】：近年来,随着国家对信息技术教育的高度重视和大力推广,信息技术教育改革发展的十分迅速。本次基础教育高中信息技术学科新课改从课程功能、课程理念、课程目标、课程结构到课程评价等都进行了重新的定位,它要求信息技术教师改变以往的课堂角色和教学行为来适应和促进新课程改革,实现课程管理、实施和评价等方面的变革。此外,为适应社会发展对人才的需求,学生也必须改变以往的学习方式,不断提高自身的信息素养和运用知识的能力。因此,在《普通高中信息技术课程标准》(以下简称《标准》)指引下,不断提升高中信息技术学科新课改实施质量成为了当前基础教育课程改革的重要任务。甘肃省作为新一轮基础教育课程改革实验省,自2010年至今,高中信息技术学科新课改无论在理论方面还是实践方面取得了一些可喜的成绩,但从《标准》要求来看,课程实施过程中仍然存在很多问题,影响了信息技术学科课改质量,因此,本研究着重就分析甘肃省高中信息技术学科新课改实施现状及问题并提出提高课改实施质量,深化课程教学改革的对策。本文首先通过查阅我国高中信息技术课程改革的相关文献,着重对信息技术课程价值的认识、教材编写与使用、教学设计、教学方式、教学评价、教师专业发展等方面的研究做了梳理,分析了其对构成评价信息技术课程实施质量的要素所带来的启发与思考。在此基础上,结合《标准》内容要求与文献梳理结果,构建了甘肃省高中信息技术学科新课改实施质量的评价指标,包括信息技术教材、信息技术课程开设情况、课堂教学情况、环境与资源建设情况、教师专业发展五个一级指标。基于以上指标,开发了信息技术教师和学生调查问卷展开网络和实地调研,发现甘肃省高中信息技术学科新课改实施中存在以下问题:教学硬件环境已初具规模,需要更新学科资源;新课程理念得到普遍认可,教学改革愿望强烈;学科教师教学改革与教师专业发展缺乏动力;信息技术课程教材亟需更新;课程开设年级差异显著,开设模块失衡;校本课程开设不足,尚未发挥应有作用;信息技术课程学业考评方式需要变革。最后,针对以上问题,从课程角度、教师角度、外部支持与保障三个角度提出相应的策略:更新课程内容,完善教材体系;开发本土化的信息技术校本课程资源;大力建设学科教学资源;创新课堂教学模式,转变教与学的方式;建立完善的校本教研制度;加强信息技术教师培训力度;充分发挥多种技能大赛引领作用,提升师生的综合素质和能力;提升校长的认知与领导作用;建立多元化的信息技术课程学业考评方式等。
[Abstract]:In recent years, with the great importance and promotion of information technology education, the reform and development of information technology education has been very rapid. The new curriculum reform of information technology subject in basic education senior high school has been repositioned from curriculum function, curriculum concept, curriculum goal, curriculum structure and curriculum evaluation. It requires information technology teachers to change their previous classroom roles and teaching behavior to adapt to and promote the new curriculum reform and to realize the changes in curriculum management, implementation and evaluation. In addition, in order to meet the needs of social development for talents, students must also change the past way of learning, and constantly improve their own information literacy and the ability to use knowledge. Therefore, under the guidance of "Information Technology Curriculum Standard for Senior High School" (hereinafter referred to as "Standard"), constantly improving the implementation quality of the new curriculum reform of information technology subject in senior high school has become an important task of the current basic education curriculum reform. Gansu Province, as an experimental province of the new round of basic education curriculum reform, since 2010, the new curriculum reform of information technology discipline in senior high school has made some gratifying achievements both in theory and practice. However, from the requirements of the "Standard", there are still many problems in the course of curriculum implementation, which have affected the quality of the curriculum reform of information technology subjects. This study focuses on the analysis of the current situation and problems of the implementation of the new curriculum reform of information technology in senior high school in Gansu Province, and puts forward some countermeasures to improve the implementation quality of the curriculum reform and deepen the curriculum teaching reform. First of all, by consulting the relevant literature of information technology curriculum reform in senior high school in our country, this paper focuses on the understanding of the value of information technology curriculum, the compilation and use of teaching materials, teaching design, teaching methods, teaching evaluation, teachers' professional development and so on, and analyzes the inspiration and reflection on the elements that constitute the evaluation of the implementation quality of information technology curriculum. On this basis, combined with the content requirements of the Standard and the results of literature combing, this paper constructs the evaluation indexes of the implementation quality of the new curriculum reform of information technology in senior high school in Gansu Province, including five first-level indicators: information technology teaching materials, information technology curriculum offering, classroom teaching, environment and resource construction, and teachers' professional development. Based on the above indexes, the information technology teachers and students questionnaire is developed to carry out the network and field investigation, and it is found that there are the following problems in the implementation of the new curriculum reform of information technology subjects in Gansu Province: the teaching hardware environment has begun to take shape and needs to update the subject resources; the new curriculum concept has been generally recognized and the desire for teaching reform is strong; the teaching reform of subject teachers and the professional development of teachers are lack of motivation; The teaching materials of information technology courses need to be updated; the grades of courses are significantly different and the modules are out of balance; the school-based curriculum is insufficient and has not yet played its due role; and the way of academic evaluation of information technology courses needs to be changed. Finally, in view of the above problems, from the curriculum angle, the teacher angle, the external support and the guarantee three angles proposed the corresponding strategy: update the curriculum content, perfect the teaching material system; develop the localization information technology school-based curriculum resource; vigorously construct the subject teaching resource; innovate the classroom teaching mode, change the teaching and learning way; establish the perfect school-based teaching and research system; strengthen the information technology teacher training; Give full play to the leading role of various skills competitions, improve the comprehensive quality and ability of teachers and students, enhance the cognition and leadership of principals, and establish a diversified way of academic evaluation of information technology courses.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.67

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