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
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.
信息科技课程六条逻辑主线的潜在分布与 发展方向 ——2022年全国初中信息技术优质课分析