【作 者】：
张 莉， 沈书生
【关 键 词 】：
关键实践； 信息科技课程； 核心素养； 课程内容组织； 课程设计
【栏 目】：
课程与教学
【中文摘要】：
当前，信息科技课程核心素养培养存在三重结构性矛盾：关键概念认知浅层化、原理与素养关联不足、活动认知负荷失衡，致使素养生成零散化、浅表化、偶然性。为破解上述矛盾，研究首先基于加涅学习结果理论，提出构建信息科技课程关键实践，旨在通过结构化实践活动驱动知识、技能、态度、认知策略互动发展。接着，通过以下路径系统建构课程关键实践：基于素养内涵映射关键实践主题；依托“工具—原理—社会规范—跨学科”四维框架实现素养与内容耦合；构建“工具应用→场景决策→科技创生”三阶认知层次支撑素养进阶。进一步，研究提出基于关键实践的课程内容重组与教学转化策略：贯通螺旋内容体系奠定结构性基础；三维情境框架提供系统化场域支持；四向度认知活动驱动“知能—心智”双结构生成。研究为破解三重矛盾、系统推进素养落实提供结构化实践路径，助力数智时代课程范式转型。
【英文摘要】：
The cultivation of core competencies in information technology education currently faces three structural contradictions: superficial understanding of key concepts, insufficient connection between principles and competencies, and imbalance in cognitive load of activities. These challenges lead to fragmented, superficial and unpredictable generation of competencies. To resolve these contradictions, this study proposes to construct key practices for an information technology course based on Gagné's learning outcome theory, so as to promote the interactive development of knowledge, skills, attitudes and cognitive strategies through structured practices. The study systematically constructs key practices of the curriculum through the following paths. First, the themes of the key practice are mapped based on the connotation of the competencies. Second, the coupling of core competencies and content is achieved by applying a four-dimensional framework of "tools-principles-social norms-interdisciplinary". Third, a three-stage cognitive hierarchy of "tool application→scenario decision-making→technological creation" is built to support the advancement of competencies. Furthermore, the study proposes strategies for the reorganization of curriculum content and teaching transformation: establishing structural foundation through a spiral course system; providing systematic field support through a three-dimensional situational framework; and facilitating the generation of a "cognitive and mental" dual structure through four-dimensional cognitive activities. These approaches offer a structured practical path for resolving the above contradictions and systematically promoting the implementation of core competencies, contributing to the transformation of the curriculum paradigm in the digital intelligence era.