Cultural Orientation Of Curriculum Implementation In Information And Technology Curriculum

With society development and information technology evolution, computer curriculum, which begins to set up at 1980s in our country, gradually evolves into information technology curriculum aiming at fostering informational accomplishment after different growing phases. Following the publication of "information technology curriculum standard in senior high school"(being amended) in 2003, information technology curriculum expands to the whole country step by step, which makes the paper significant. However, the implementation of information technology curriculum tends to technique-orientation in subject, content, process and evaluation, in which way, leading to "start-point vacancy" and "course shield"; furthermore, it causes to phenomenon and problem of "culture inherited" and "culture unification". Under such guidance, the paper focuses on "problems existing in implementation of information technology curriculum", whose reason traces back to technique-orientation through research and survey from analysis of 6 teachers' 72 lessons in 3 provinces in our country. According to solving the problem, cultural orientations of curriculum implementation in information technology curriculum tops the list, from the view of subject quality, subject history, educational reform tendency, curriculum reform basement and internet culture. Then, the structure of cultural orientations of curriculum implementation in information technology curriculum includes the following elopements: people, content, process, evaluation and field, which provide a fresh eye on students' learning-absent.There are eight parts in the paper:Section one: Technology-oriented Information Technology (IT) course has encountered various problems in both theory research and practical operation, thus its research needs to be performed in the aspect of culture. However, the previous researches put most emphasis on the orientation of course implement itself and technology of IT course. They seldom start with the research in the elements of course implement to investigate the culture oriented connotation.Section two: "Phenomenon and reason of technique-orientation in curriculum implementation" studies the phenomenon in real class observation, including people, content, process, evaluation and field; however, subject development history, its impercipient quality and setbacks of setting of regional curriculum all contributes to the reason.Section three: The leading social culture transformed into multi-variation from the ethical culture and rational culture via science and technology rational culture, which made people in different countries, analyze the education issues on education innovation or course innovation from the cultural angle. Exaltation of information attainment is highlighted. Therefore, it can put forward the course cultural research gradually from the research model of organon to ontology. Under such macroscopical circumstances, IT course aims at the promotion of information attainment. However, the rich culture connotation of information attainment itself, together with the cultural implement in the principal bodies, content, process and assessment, call for a research in the culture field. Meanwhile, IT course is a course formed on the basis of advanced development of IT and it is a kind of culture in itself. The two supporting bodies—material facilities and relevant sets of resources—have a rich cultural connotation. All of these lead to the inevitability of the culture orientation of IT course implement.Section four: "implementation subject" shows that students should be the key culture taker with colony meaning and individual cultural significance, rather than teacher; meanwhile, as for its specialty, teacher, president, parents, community members and curriculum expert all can be regarded as a member of culture power communion, which may participant in class in a "absent but existing" mode.Section five: "Implementation content" criticizes culture conflicts in social requirement and curriculum pioneering, selection and presentation and student's "zero" start point, which demands the selection of content to be consolidating, situational and developing, which bases on curriculum standard and textbook, which leads to a reasonable, scientific and practical system.Section six: "Implementation process" is a co-operation process of real culture and informational culture, which is also a individual process of main-side and elegant-grassroots culture. In the case of carrier, individualization of informational culture is a transform among pre-text, text and being text and it is also a process of culture experience, structure and absorbing. Section seven: "Implementation evaluation" indicates objective's developing, co-operational and authentic orientation in the process of negotiating and reflecting. The paper analyzes the experience of rubic of information and communication technology in Britain, which makes up a negotiation-conversation-reflection evaluation standard system in the aspect of PTA (Primary Trait. Analysis) and SOLO (structure of the observed learning outcome) arrangement.Section eight: "Supporting field " requires the participation of internet culture resource, especially teacher-student culture with Blog and Wiki carrier, which needs to build virtual community and exploiting traditional and physical means of time and space.