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论文编号：	14694
作者编号：	2120223709
上传时间：	2024/6/6 10:15:53
中文题目：	信息技术教育实践对中小学阶段数字素养教育的影响——基于实践理论
英文题目：	The influence of information technology education practice on digital literacy education in primary and secondary schools —— based on practice theory
指导老师：	于良芝
中文关键字：	数字素养教育;信息技术教育;实践理论
英文关键字：	Digital literacy education;Information technology education;practice theory
中文摘要：	2021年，我国正式启动了提升全民数字素养与技能的行动计划，2022年，教育部颁布了《信息科技课程标准（2022年版）》，标志着在我国中小学开设二十余年信息技术课被替换为旨在培育学生数字素养的“信息科技”课程。信息技术课教学实践经验势必会对信息科技课程教学产生影响，进而影响数字素养教育在我国中小学的落实，对此种影响的研究构成了本文的研究问题。本研究借鉴了美国学者西奥多·夏兹金实践理论中的“理解”以及目的情感结构概念，将信息技术课与信息科技课程教学实践视为同一实践的两个不同阶段——二者虽然只有一字之差，但后者是在提升全民数字素养与技能战略背景下启动的新课程——通过对基层教师以及相关课程标准文件的考察，了解信息技术教学经验对信息科技教学的影响，为信息科技教学如何进一步落实新课程标准的要求、切实服务于全民数字素养提升战略，提供参考依据，以帮助一线教师更好地完善信息科技教学，实现中小学生的数字素养培育。 本文首先对我国数字素养教育相关政策文件以及中小学信息相关课程文件进行了文本分析，以考察我国信息相关课程发展的历史性规律以及不同阶段的信息课程与国家政策的关联性，并阐明了信息科技课在中小学阶段所担负的数字素养教育功能。而后，对某地区中小学任教信息相关课程的14名教师进行了访谈调研，以了解教师的信息技术课以及信息科技课教学实践经验。随后，对访谈数据以及课程标准文件中体现的两大实践特征——夏兹金实践理论提出的“理解”及目的情感结构——的相关要素进行了分析，以将教师的教学实践经验概念化。通过比对教师的信息技术课与信息科技课程教学实践经验，研究发现，教师在信息技术课教学中形成的“理解”与目的情感结构延续到了信息科技课阶段的教学中，并制约着教师按新课程标准落实信息科技课的教学活动。据此，本文提出了编写信息科技课程教材，完善信息科技课教学制度，建设信息科技课配套教学基础设施，创新教研部门领导形式四项改进措施，以帮助我国更好地在中小学阶段实现学生数字素养的培育。
英文摘要：	In 2021, China officially launched an action plan to improve the digital literacy and skills of the whole people. In 2022, the Ministry of Education promulgated the Information Technology Curriculum Standards (2022 Edition), marking that more than 20 years of information technology courses in Chinese primary and secondary schools have been replaced by an "information technology" course aimed at cultivating students' digital literacy. The practical experience of information technology course teaching is bound to have an impact on the teaching of information technology course, and then affect the implementation of digital literacy education in primary and secondary schools in China. The research on this influence constitutes the research problem of this paper. This study draws on the "understanding" in the practice theory?and the concept of purpose emotion structure, taking information technology course and IT course teaching practice as two different stages of the same practice,although there is only one word difference between the two, however, the latter is a new curriculum launched in the context of the strategy of improving the national digital literacy and skills.Through the investigation of grassroots teachers and relevant curriculum standard documents, understanding the impact of IT teaching experience on IT teaching, how to further implement the requirements of the new curriculum standards and effectively serve the national digital literacy promotion strategy, provide the reference basis, helping?the front-line teachers to better improve the information technology teaching, realizing?the cultivation of digital literacy of primary and secondary school students. This paper first to our country digital literacy education related policy documents and primary and secondary school information curriculum documents related to the text analysis, to investigate the historical law of information related curriculum development and the different stages of the information curriculum and national policy relevance, and illustrates the information technology course in primary and secondary schools for the function of digital literacy education. Then, 14 teachers of information related courses in primary and secondary schools in a region were interviewed to understand the teachers' information technology courses and practical experience of information technology courses. Subsequently, the interview data and the two practical characteristics reflected in the curriculum standard documents —— the "understanding" proposed by Schatzki?practice theory and the relevant elements of the purpose emotional structure —— were analyzed to conceptualize the teachers' teaching practice experience. Through comparing the practical experience of teachers' information technology course and information technology course, it is found that the "understanding" and purpose emotional structure formed by teachers in the teaching of information technology course continues to the teaching of information technology course stage, and restricts teachers to implement the teaching activities of information technology course according to the new curriculum standards. Accordingly, this paper puts forward four improvement measures to compile the information technology curriculum materials, improving the teaching system of information technology course, building the supporting teaching infrastructure of information technology course, and innovating the leading form of?teaching and research department, so as to help China better realize the cultivation of students' digital literacy in primary and secondary schools.
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