信息教育课程设计原理：要因与取向

【作者】 董玉琦；

【导师】 梁忠义；

【作者基本信息】 东北师范大学 ， 教育学原理， 2003， 博士

【摘要】 课程研究从时间序列上一般分为课程政策、课程设计和课程实施的研究。课程设计研究从层次上又可以分为课程设计基础研究、课程设计原理研究和课程设计应用研究等。 真正意义的信息教育课程研究的发端虽然尚无定说，但基本可以认为始于上世纪末最后十年的90年代。迄今为止，研究的主要着眼点在于信息教育课程设计的应用研究，例如，课程标准的研制、教材(信息资源)的开发、学习单元的设计等，所以信息教育课程设计的基础研究和原理研究基本上处于空白状态。 为什么在中小学必须开展信息教育?设计中小学信息教育课程，特别是制定中小学信息教育课程标准的根本依据是什么?这是本论文试图回答的问题，也是确定研究选题的由来。 本论文以笔者五年来学校信息教育理论与实践研究为基础，主要通过比较研究、文献研究等方法，以信息技术发展通过促进社会形态转型从而对学校信息教育课程产生影响为基本假设，试图解明学校信息教育课程设计的基本机理。 本论文的主要工作和贡献在于以下三个方面： (1)考察了世界主要国家的学校信息教育的演变进程并提出了学校信息教育演进模型； (2)探讨了信息社会中主要学习特征的改变，分析了信息社会的学习价值、学习结构、学习文化、学习方式、学习能力的内涵，指出改善学习是信息教育的特质价值； (3)从学生发展、社会需要和学科体系等视角论述了信息教育课程设计的构成要因；从全人化、多样化、主体性和发展性等方面阐释了信息教育课程设计的价值取向。 通过本课题的研究，对于指导信息教育课程设计的应用研究(尤其是课程标准研制)以及促进我国教育信息化、信息技术教育的开展具有重要实践意义;同时对于促进课程研究，特别是课程设计研究方法论的形成也具有一定的理论意义。更多还原

【Abstract】 Curriculum studies are generally classified as studies of curriculum policy, curriculum design and curriculum implementation in sequence. Studies of curriculum design could be divided into studies of foundations for curriculum design, principles for curriculum designing and application of curriculum design, etc by hierarchy.Although no final verdict has yet been reached on the origin of the actual studies of information education curriculum, we can regard that it began at the end of 1990s. So far, the researches has mostly focused on the application studies of information education curriculum, for instance, curriculum standard development, teaching material (information resources) development and learning units designing. While the studies of foundations and principles for information education curriculum design are essentially left unexplored.Why must information education be implemented in primary and secondary schools? What are the fundamental basis for designing information education curriculum of primary and secondary schools, especially developing information education curriculum standard? These are the questions that this dissertation attempts to answer.Based on my researches on the theories and practices of information education in schools in the past five years and through comparative studies and literature researches, the dissertation attempts to make explicit the rationale for information education curriculum design under the fundamental hypothesis that information technologies influence information education curriculum in schools through promoting social transformation.The main work and contributions of this dissertation are manifested in the three aspects as follows:(1) The evolvements of information education in main counties of the world have been examined and a model for the evolvement of informationeducation in schools has been put forward.(2) The changes of the main characteristics of learning in information society have been probed; The connotations of learning value, learning structure, learning culture, learning method and learning abilities in information society have been analyzed; It has been pointed out that improving study is the special value of information education.(3) The constructional elementals of information education curriculum design have been discussed from the perspectives of student development, society demands and discipline systems; The value orientations of information education curriculum design have been expounded from the aspects of whole-personalization, diversification, subjectivity and developmentablity, etc.This research has practical significances for guiding the application researches on information education curriculum design, prompting the information progress of education and implementing information technology education in our country. And it has also some theoretical significance for promoting curriculum studies, especially shaping research methodology of curriculum design.更多还原