【作 者】：
王 帆， 邢 瑶， 高 露
【关 键 词 】：
信息科技； 新课标； 逻辑主线； 分布与发展
【栏 目】：
课程与教学
【中文摘要】：
信息科技课程标准中的六条逻辑主线是服务于“素养表现”的“学科逻辑”，是一线教师辨识与实施课堂教学的组织依据。教师教学认知是对其头脑中学科知识结构各要素进行情境化、个性化的调动与关联，反映了教师的教学逻辑与实践样态，可以揭示课标应然与教学的实然差距。文章采用认知网络（ENA）分析2022年全国初中信息技术36节优质课以反映现有信息技术教师的教学认知状态，探寻六条逻辑主线的潜在分布与问题。研究发现：教师对于六条逻辑主线的认知分布不均，普遍停留在低阶层次，纵向发展存在显著差异；算法与信息处理、网络浅层构成课堂组织的基线；网络被浅化为课堂呈现的辅线；信息处理被窄化为算法、网络与数据主题活动的支撑条件；数据与算法紧密衔接，构建了解决问题的逻辑框架；人工智能缺乏数据、算法、算力共振的底层内容架构；信息安全主线缺位。最后，针对发现的问题，为信息科技课程教材内容设计、教学方法优化、教师培训转型提出了建设性意见。
【英文摘要】：
The six logic lines in the information science and technology curriculum standards are the "logic of the discipline" that serves the "performance of literacy" and is the organizational basis for first-line teachers to identify and implement classroom teaching. Teachers' pedagogical cognition is a contextualized and personalized mobilization and correlation of the elements of the discipline knowledge structure in their minds, which reflects their teaching logic and practice patterns, and can reveal the gap between what is supposed to be in the standards and what is actually taught. This paper applies Epistemic Network Analysis(ENA) to analyze 36 high-quality information technology(IT) lessons in junior high school in 2022 in order to reflect the teaching cognitive status of current IT teachers, and to explore the potential distribution and problems of the six logical mainlines. It is found that teachers' cognition of the six logical mainlines is unevenly distributed, generally staying at the lower level, with significant differences in vertical development; algorithms and information processing and networks shallowly constitute the baseline of classroom organization; networks are shallowly presented as the auxiliary line of classroom presentation; information processing is narrowed down as a supporting condition for the thematic activities of algorithms, networks, and data; data and algorithms are tightly connected to build a logical framework for problem solving; artificial intelligence lacks the underlying content architecture of data, algorithm, and arithmetic resonance; and the main line of information security is missing. Finally, in view of the problems identified, constructive suggestions are made for the content design of teaching materials, optimization of teaching methods, and transformation of teacher training in IT courses.