Comparative Studies On ICT Course Of Primary And Secondary Education-Cases Of Britain,U.S And Japan

ICT course plays an important role in improving students' information literacy,which is an important issue for Chinese educational informatization.With the rapid development of information technology,the reform and development of ICT course has become a hot topic in the educational field.China has made some achievements in ICT course,but there still exists many problems in the aspects of formulation of ICT course objective,selection of course content,implementation of course and the evaluation of course.Based on the status of ICT course,it is of great significance to study the successful experience of in foreign countries and explore the optimization paths of ICT course in China's primary and secondary education.Historical survey,literature research,comparative research and case method are comprehensively used in this study,which is to make international comparison of ICT courses in primary and secondary education in Britain,U.S and Japan.By analyzing the existing problems of ICT course,the thesis points out the deficiencies of ICT course such as lagging of goal setting,repetitive content selection,inadequacy of course implementation and unity of evaluation methods.Through a comparative analysis of ICT course in terms of goal setting,content construction,teaching implementation and evaluation,the thesis concludes the successful experience.The research finds the successful experience in four aspects.The first one is goal setting:the development of students such as knowledge,skills and emotional attitudes should be comprehensively considered to promote students' development;The second one is content construction:students' characteristics and development should be paid attention;integration of information technology should be attached importance,which should be reflected local and cultural characteristics;The third one is course implementation:the unit Module teaching,group cooperative learning and subject integrated teaching should be used to improve course implementation;The fourth one is course evaluation:comprehensive course standards and evaluation system should be established;the diversity of subjects and methods and comprehensive content should be advocated to ensure the objectivity,scientificity and comprehensiveness of the evaluation.Based on the basic status and existing problems of ICT course and combined the specific experience of ICT course in foreign primary and secondary education,this thesis proposes four optimization paths for ICT course.First of all,the concept of the ICT course should be updated and improved."student-centered" teaching based on aptitude should be emphasized and improving student information literacy should be considered as the core goal of the course.Secondly,cross-disciplinary or interdisciplinary course content should be set up and interdisciplinary compound IT teachers should be cultivated.Thirdly,the principle of combining classroom organization and open activities should be emphasized;the learning methods of student autonomy,cooperation and inquiry should be effectively implemented;the status of students in open course activities should be paid attention.Fourthly,diversified evaluation content,methods,subjects and standards should be encouraged to promote students' sustainable development.