A Study On The Consistency Of Implementation Of High School Information Technology Curriculum Standards

In 2018,the Ministry of Education officially released the curriculum plan and 14 curriculum standards for regular senior high schools(2017 edition).The new curriculum plan and curriculum standards have for the first time condensed the key competency of the subject.Through the research and analysis of the literature,it is also found that there are still some problems in the content and way of the evaluation of high school information technology.In addition,since the 1990 s,many countries in the world have successively carried out the education curriculum reform based on standards,and achieved a series of research results on curriculum consistency,while the consistency problem of new curriculum standards in China has become increasingly prominent.Key competency in the information technology subject,therefore,put forward and the present situation of high school information technology education evaluation needs and the needs of the new curriculum standard consistency research in China under the background of the three,this study based on the theory of key competency,authenticity evaluation,with the new "curriculum standard",the new cantonese version of high school information technology teaching material,classroom teaching,academic evaluation as the research object,Using literature research method,content analysis method,questionnaire survey method,interview method and other research methods,and drawing on the SEC model of the United States to construct the framework of consistency analysis of information technology discipline,this paper studies the consistency problem of the implementation of the new curriculum standard of information technology in high schools in Guangdong Province.Based on an in-depth analysis of the factors affecting the consistency of curriculum standards,teaching materials,teaching and academic evaluation,this paper puts forward suggestions from three aspects of teaching materials,high school information technology curriculum implementation and academic evaluation.In this study,the operating procedures of the SEC consistency analysis mode mainly include five steps: investigation and analysis of the status quo,establishment of a two-dimensional coding system,quantitative analysis of data,calculation of Porter consistency coefficient and multi-dimensional comparison.Through the research and analysis of the current situation of information technology teaching in senior high schools in Guangdong Province in the preparatory stage,the main conclusions are as follows: in the course of implementing curriculum standards and processing new textbooks,the subject teaching requirements for teachers have been raised,and the teaching difficulty has increased significantly;The project learning of information technology discipline is conducive to interdisciplinary integration and learning;The academic evaluation method is flexible and active,but the benign linkage with teaching is not high.In the implementation process of the SEC consistency analysis model,through the design of the framework of the pattern,the establishment of two-dimensional matrix to carry out data coding work,to achieve the consistency coefficient,content theme,cognitive level and focus distribution of multi-dimensional comparative analysis.The following conclusions are drawn on the consistency of curriculum standards,teaching materials,teaching and academic evaluation: First,the significant consistency level of curriculum standards,teaching materials and academic evaluation is not high,but the gap is small.Second,the consistency between curriculum standards and teaching materials is more significant than that between curriculum standards and academic evaluation,and between teaching materials and academic evaluation.Third,the consistency between curriculum standards and academic evaluation is the worst,and the distribution of evaluation questions in the cognitive level is unreasonable.Combined with the conclusion of consistency test,this paper analyzes the factors influencing the consistency of curriculum standards,teaching materials,teaching and academic evaluation,including the difficulty of textbook compilation,new problems and challenges encountered in teaching practice,and the lack of scientific and effective academic evaluation mechanism of information technology in senior high schools.Finally,in order to improve the consistency of the implementation of high school information technology curriculum standards,this paper puts forward suggestions from three aspects:teaching materials,high school information technology curriculum implementation and academic evaluation.