【作 者】：
冯友梅， 胡修磊， 温 佳， 袁玉红， 颜士刚
【关 键 词 】：
信息科技课程； 计算思维； 一体化教学设计； 原理创造； 信息科技原始创新
【栏 目】：
课程与教学
【中文摘要】：
随着人工智能的迅猛发展，计算思维以及信息科技原始创新能力成为日益重要的教育诉求。然而，近期发布的《义务教育信息科技教学指南》所提供的教学内容及方法对这一教育诉求力有不逮。鉴于此，文章从空间与时间两个维度，教学内容与教学方法两个方面，提出对教学指南进行二次创造的思路和方法，进而实现信息科技课程一体化教学设计的思路和方法。空间维度，教学内容方面，对课程内容进行横向整合，并在纵向上清晰区分“科”与“技”两个层面；教学方法方面（“科”层面），支持学生亲身经历原理“创造”过程。时间维度（“科”层面），教学内容方面，通过补充与深化，形成信息科技关键节点发展史；教学方法方面，引导学生“重走”计算机科学家的来时路。文章提出的信息科技课程一体化教学设计方法能够有效支持学生信息科技学科整体知识结构的建构，以及在此基础上的计算思维、信息科技原始创新能力的发展，使信息科技课程以更为成熟的姿态回应时代诉求。
【英文摘要】：
With the rapid development of artificial intelligence, computational thinking and the capability for original innovation in information technology have become increasingly important educational demands. However, the teaching content and methods provided by the recently released "Compulsory Education Information Technology Teaching Guide" (referred to as the "Teaching Guide") fall short of addressing these educational needs. In light of this, this paper proposes approaches for the secondary creation of the Teaching Guide from both spatial and temporal dimensions, as well as the perspectives of teaching content and teaching methods, thereby achieving an integrated instructional design for the information technology curriculum. In the spatial dimension, regarding teaching content, the curriculum content is integrated horizontally while clearly distinguished vertically between the "science" and "technology" levels. For teaching methods (at the "science" level), students are supported in personally experiencing the process of "creating" principles. In the temporal dimension (at the "science" level), with regard to teaching content, a historical timeline of key developments in information technologya history of key milestones in information technology is constructed through supplementation and elaboration; in terms of teaching methods, students are guided to "retrace" the path taken by computer scientists. The proposed integrated instructional design approach for the information technology curriculum can effectively support the construction of the overall knowledge structure within information technology and, on this basis, the development of computational thinking and the capability for original innovation in information technology enable the information technology curriculum to respond to the demands of the times in a more mature manner.