高中信息技术必修课实验与实验室建设探索
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摘要
高中信息技术课程标准首次使用了"信息技术实验室"来指称信息技术课程的教学场所,表明信息技术课程教学不仅需要新理念,更需要新环境。针对当前信息技术课程实施场所(机房)存在的设备单一、见物不见人、缺乏规范等问题,首先需要认真把握新课标和新教材的实验需求,在此基础上,还需要对丰富多彩的实验进行必要的分类,按类别研究其实验条件。结合成熟的理化生实验的分类方法,该文从学习成果的角度将信息技术必修课实验分为两大类:一是作品导向类,侧重可视化成果的产生,根据载体的不同细分为程序设计类和硬件搭建类;二是知识导向类,侧重隐性的经验知识的产生,根据知识加工深度的不同细分为体验感悟类和科学探究类。整体而言,信息技术必修课实验具有综合性、多样性(开放性)、非线性和应用性(实践性)等特点,其实验条件的建设更为复杂。作为一项新的实验室建设工作,还需要特别注意实验室功能定位、人机比例、实验助教、建设策略和标准规范等问题。
For the first time, the high school information and communication technology(ICT) course standard used the term, i.e.,ICT laboratory, to refer to the teaching place of the ICT course. It shows that the implementation of the ICT course not only requires new ideas, but also requires a new environment. Currently, there are many problems in the teaching place(computer room) of ICT course, such as the lack of equipment, "see things but not people", lack of norms, etc. To solve these problems, we first need to carefully grasp the experimental needs of the new course standard and the new textbooks. On this basis, we also need to classify the diverse experiments and experimental conditions by category. Combining the mature classification methods of physics, biology and chemistry experiments, this paper divides the compulsory ICT course experiments into two categories from the perspective of learning results:(1) artifacts-oriented experiment(focus on the production of visualization results), which can be subdivided into program design and hardware construction according to the carrier;(2) knowledge-oriented experiment(focus on the generation of implicit empirical knowledge), which can be subdivided into experience and perception and scientific inquiry based on the depth of knowledge processing. In general, the compulsory ICT course experiments are characterized by comprehensiveness, diversity(openness), non-linearity, and application(practical). Therefore, the experimental conditions of ICT course are more complicated.As a new laboratory construction work, we should also address five challenges as follows: laboratory function, human-machine ratio,experimental teaching assistants, construction strategies, and standard specifications.
For the first time, the high school information and communication technology(ICT) course standard used the term, i.e.,ICT laboratory, to refer to the teaching place of the ICT course. It shows that the implementation of the ICT course not only requires new ideas, but also requires a new environment. Currently, there are many problems in the teaching place(computer room) of ICT course, such as the lack of equipment, "see things but not people", lack of norms, etc. To solve these problems, we first need to carefully grasp the experimental needs of the new course standard and the new textbooks. On this basis, we also need to classify the diverse experiments and experimental conditions by category. Combining the mature classification methods of physics, biology and chemistry experiments, this paper divides the compulsory ICT course experiments into two categories from the perspective of learning results:(1) artifacts-oriented experiment(focus on the production of visualization results), which can be subdivided into program design and hardware construction according to the carrier;(2) knowledge-oriented experiment(focus on the generation of implicit empirical knowledge), which can be subdivided into experience and perception and scientific inquiry based on the depth of knowledge processing. In general, the compulsory ICT course experiments are characterized by comprehensiveness, diversity(openness), non-linearity, and application(practical). Therefore, the experimental conditions of ICT course are more complicated.As a new laboratory construction work, we should also address five challenges as follows: laboratory function, human-machine ratio,experimental teaching assistants, construction strategies, and standard specifications.
引文
[1][2]教育部.普通高中信息技术课程标准(2017年版)[M].北京:人民教育出版社,2018.
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[10]夏莉颖,钟柏昌.试论STEM教育的两种取向与四种方法[J].中小学数字化教学,2018,(9):8-11.
[11]Zhong B.,Wang Q.,Chen J.The impact of social factors on pair programming in a primary school[J].Computers in Human Behavior,2016,64:423-431.
[12]钟柏昌,王艳霞.配对学习模式在机器人教育中的有效性[J].现代远程教育研究,2018,(3):66-74.
[3]张雅歌.初中物理实验试题分类探析[J].数理化学习(初中版),2016,(11):57-58.
[4]Zhong B.,Wang Q.,Chen J.,Li Y.An exploration of three-dimensional integrated assessment for computational thinking[J].Journal of Educational Computing Research,2016,53(4):562-590.
[5]何光宏,韩忠等.大学物理实验分类分层实验体系建设[J].物理与工程,2017,(s1):168-171.
[6]解玉鹏.大学物理实验分类教学体系的探讨[J].吉林化工学院学报,2017,(6):54-56.
[7]何翔.基于技能认知目标的化学实验分类与教学[J].化学教育,2013,34(7):73-75.
[8]王祥钢.高中生物实验分类及其特点[J].现代教育,2012,(1):73-74.
[9]王仕雄,刘彩虹.高中生物实验特点与分类[J].基础教育参考,2011,(22):51-51.
[10]夏莉颖,钟柏昌.试论STEM教育的两种取向与四种方法[J].中小学数字化教学,2018,(9):8-11.
[11]Zhong B.,Wang Q.,Chen J.The impact of social factors on pair programming in a primary school[J].Computers in Human Behavior,2016,64:423-431.
[12]钟柏昌,王艳霞.配对学习模式在机器人教育中的有效性[J].现代远程教育研究,2018,(3):66-74.
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