| Key competencies acquisition is becoming increasingly important in the reform of national curriculum.Not only does it lay the foundation of students' further development,but it also shapes personalities and fosters abilities."General High School Curriculum Standard in Technology's Area(2017)"(new curriculum for short)brought it up that Education Department should focus on improving students' Key competencies."Information awareness","computing thinking","digital learning and innovation" and "responsibility in the information society" are listed as four Key competencies in Information Technology course.In this case,Key competencies of students should be emphasizing in every aspect,including teaching objectives,the selection of courses,the accumulating of teaching resources and the adoption of teaching method.With the continuous advancement of the three-level national curriculum management system,the fulfillment of students' Key competencies and cultivating students by virtue has become the top concern of front-line educators.Equally important is to make full use of the resources in each school and offer schoolbased courses.After consulting a wide range of literature materials,this study deeply studied the theories and empirical results related to Key competencies and school-based curriculum,combining theory with practice.Taking Yongchuan Middle School in Chongqing where the author works as an example,this paper focuses on the cultivation of students' Key competencies,under the guidance of the "National Curriculum(2017 Edition)".The paper is targeted on the setting up,carrying out and evaluation of school-based Information Technology course based on the survey and analysis of students' needs and teaching environment as well as resources,which is beneficial to students' information literacy awareness.Here are the main contents and results in this research.(1)Analysis of students' needs and teaching environment as well as resources.The author analyzed the current situation of teaching resources and environment on and off campus,and conducted a survey on students' learning needs with questionnaire.This paper demonstrates the necessity and feasibility of offering school-based information technology courses from the perspective of Key competencies,which laid a theoretical foundation and provide basic guarantee for this study.(2)Set up and design school-based information technology course from the perspective of Key competencies.In this study,the author compiled teaching materials for school-based Information Technology courses and completed the school-based course development successfully.The research is conducted under the guidance of the new curriculum,combined with the analysis of school teaching resources and environment in the early stage and student questionnaire survey,and centering on the cultivation of students' Key competencies.The design of the school-bases course is closely related to "teaching objectives","teaching contents" and "evaluation".And international top open-source course management platform---Moodle was made full use of,which was integrated to create a digital autonomous and collaborative learning environment with abundant resources.(3)Teaching practice of school-based Information Technology course in senior high school from the perspective of key competencies.According to the teaching practice,taking "What about domain names" of "transmission system" and "Probabilistic Inquiry of Random Events" of "program design" as examples,this paper analyzes the design thoughts,activity procedures and teaching process.This paper introduces in detail how to integrate "innovation","information awareness","computing thinking" and "digital learning and innovation",as well as information society responsibility into the whole teaching process,which has a good reference value for information technology teaching in senior high school in the background of the reform of new curriculum.(4)Evaluation of school-based Information Technology course in senior high school from the perspective of Key competencies.The school-based curriculum is evaluated from quantitative and qualitative perspectives with a combination of mathematical statistics and questionnaire survey and interview.As a result,it was found that the development and implementation of school-based curriculum has played a positive role in the students' internalization of information technology Key competencies development and information technology knowledge.The comparison of test scores before and after the implementation of the course shows that there is a distinct improvement in "innovation","information awareness","computing thinking" and "digital learning and innovation".Due to students' strong awareness of information security and good knowledge of information related laws and regulations,the effect of improving the information social responsibility is not obvious.Abundant teaching resources and personalized online learning methods stimulate students' interest in learning.Classroom autonomous learning and group collaboration not only enable students to master the basic knowledge and practical skills of computers more skillfully,but also enable them to apply the knowledge and skills they have learned to their daily study and life.At the same time,they also cultivate students' ability of autonomous exploration and team spirit,and their learning autonomy,enthusiasm,participation and team cooperation ability have been significantly improved.At the same time,the development of school-based curriculum of "High School Information Technology" has enriched school-specific curriculum type,which further highlights schools as a demonstration base in Chongqing primary and secondary school.To sum up,this study not only effectively improves the teaching quality of Information Technology courses in senior high school,but also contributes to the cultivation of student's Key competencies.Besides,it serves as a successful example of the design and implementation of school-based courses,which can be adopted by other teachers. |
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