[1]王建虎,崔肖肖,王 芸,等.贯通小学与大学:智能时代信息化教育的体系变革与创新——日本《信息教育课程设计指南》解析[J].远程教育杂志,2021,(05):013-23.[doi:10.15881/j.cnki.cn33-1304/g4.2021.05.002]
 Wang Jianhu,TongMingwen,Wang Yun,et al.Connecting Primary Schools and Universities: System Reform and Innovation of Information Education in the Intelligent Era:Interpretation of Japanese “Information Education Curriculum Design Guide”[J].Distance Education Journal,2021,(05):013-23.[doi:10.15881/j.cnki.cn33-1304/g4.2021.05.002]
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贯通小学与大学:智能时代信息化教育的体系变革与创新——日本《信息教育课程设计指南》解析()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2021年05期
页码:
013-23
栏目:
本期特稿
出版日期:
2021-09-25

文章信息/Info

Title:
Connecting Primary Schools and Universities: System Reform and Innovation of Information Education in the Intelligent Era:Interpretation of Japanese “Information Education Curriculum Design Guide”
作者:
王建虎; 崔肖肖; 王 芸; 张丹玲; 童名文
1.华中师范大学 教育信息技术学院,湖北武汉 430079;2.新疆师范大学 继续教育学院,新疆乌鲁木齐 830017
Author(s):
Wang Jianhu; TongMingwen; Wang Yun; Cui Xiaoxioa; Zhang Danling
1.School of Educational Information Technology,Central China Normal University,Wuhan Hubei 430079; 2. Continuing Education Institute,Xinjiang Normal University,Urumqi Xinjiang 830017
关键词:
信息教育信息教育课程设计课程编制人工智能编程教育
Keywords:
Information EducationCurriculum Design of Information EducationCurriculum DevelopmentArtificial IntelligenceProgramming Education
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2021.05.002
文献标志码:
A
摘要:
面对人工智能技术带来的机遇和挑战,日本将其社会发展阶段定义为 Society 5.0。与此同时,在教育领域开启的课程改革将信息教育提到了“元科学”教育的高度。2020年9月出台的《信息学课程设计指南》对校内外信息教育进行了课程的系统性规划,首次实现了信息教育课程体系从小学到大学的贯通设计。该指南系统的借鉴了原有信息教育相关的系列学习指导要领、信息教育课程体系及大学人才培养标准,将信息教育的知识体系划分为6大领域11个知识类别,重点解决了这11个知识类别的课程内容与小学至大学全学段的匹配问题,对每个学习阶段的信息教育内容定位及各科目如何分担信息教育提出了课程设计建议。日本信息教育的这一改革举措,一定程度上代表了发达国家在智能时代信息化教育的发展方向和信息课程改革的新动态。更重要的是,它对我国如何开展信息化教育,如何审视信息学的学科地位,如何系统性的设计信息教育课程以满足智能时代的人才需求,如何从课程内容角度实现信息教育与其它学科的深度融合,如何为不同专业的大学生设计差异化的信息教育内容,甚至是如何发挥社会力量开展智能教育等均有一定的参考价值。
Abstract:
Facing the opportunities and challenges brought by artificial intelligence technology, Japan defines its social development stage as society 5.0. Therefore, the curriculum reform in the field of education has raised informatics education to the height of "meta science" education.The Information Curriculum Design Guide(Design Guidelines for Information Education--From Elementary Education to Higher Education) issued in September 2020 has systematically planned the curriculum of informatics education inside and outside the school, and realized the through design of the curriculum system of informatics education from primary school to university for the first time.The guide systematically draws lessons from the original curriculum learning guidelines, curriculum system and university talent training standards, divides the informatics knowledge system into 6 categories and 11 knowledge categories, and focuses on solving the matching problem between the curriculum content of these 11 knowledge categories and the whole learning period from primary school to university. This guide puts forward curriculum design suggestions on the orientation of Informatics Education in each learning stage and how to share informatics education among various subjects.To a certain extent,this reform measure of informatics education curriculum in Japan represents the development direction of information education and the new trends of informatics curriculum reform in developed countries in the intelligent era.More importantly, it is important for China to examine the discipline status of Informatics, how to systematically design informatics courses to meet the talent needs of the intelligent era, how to realize the deep integration of Informatics and other disciplines from the perspective of curriculum content, and how to design differentiated informatics knowledge content for college students of different majors, Even how to give full play to social forces to carry out informatics education has a certain reference value.

备注/Memo

备注/Memo:
基金项目:本文系新疆师范大学教学改革研究项目课程思政建设视野下《平面设计》课程的深度融合与实践(SDJG2019-32);新疆师范大学自治区“十三五”重点学科招标课题 :基于项目学习的大学生创客教育实践研究(19XJKD0306)之研究成果。
更新日期/Last Update: 1900-01-01