【作 者】：
王小雨， 赵晓伟， 沈书生
【关 键 词 】：
信息科技课程； 逻辑主线； 数据贯通思维； 单元学习设计
【栏 目】：
课程与教学
【中文摘要】：
《义务教育信息科技课程标准（2022年版）》提炼了六条逻辑主线，强调课程内容的逻辑关联。当前，以大概念为“锚点”开展单元整体教学已成为学界共识，然而信息科技课程教学中，仍一定程度上存在单元间“断层”、内容间“断链”及素养培养“断裂”现象。为解决上述问题，文章探讨了数据作为逻辑主线，在信息科技课程中具有多重价值，包括基础支撑性、关联依附性及连贯融通性等。提倡建立“数据贯通思维”，以数据作为课程内容组织的逻辑线，贯穿六大逻辑主线，构建螺旋递进的课程内容结构。在此基础上，从“结构—关系—价值”三个层面，深入剖析逻辑主线的内部结构、外部关联及其价值体现，并以“互联网应用与创新”模块为例，从单元的“脉”“境”“事”三个维度，设计体现数据贯通思维的单元学习案例。
【英文摘要】：
The Compulsory Education Information Technology Curriculum Standards (2022 Edition) extracts six logical mainlines, emphasizing the logical correlation of curriculum content. At present, using the "big concept" as an "anchor point" for unit-based integrated teaching has become a consensus in the academic circle. However, in the teaching of information technology, there is still a certain degree of "discontinuity" between units, "disconnection" in content, and "disruptions" in the cultivation of competencies. In order to solve the above problems, this study discussed the multiple values of data as a logical mainline in information technology curriculum, including foundation support, relational dependency and coherence integration. This study advocated the establishment of a "data-integrative mindset" to organize the curriculum content with data as the logical line, running through six logical mainlines, and constructing a spirally progressive structure of curriculum content. On this basis, from the three levels of "structure-relationship-value", the internal structure, external correlation and value manifestation of the logical mainline were deeply analyzed. Finally, taking the "Internet Applications and Innovation" module as an example, this study designed a unit learning case reflecting data data-integrative mindset from three dimensions of "line", "context" and "event" of the unit.