| With the rapid development of the information society,the reform of information technology courses has been promoted.High school information technology curriculum development must consider the impact of evaluation practice on teaching.The "Information Technology Curriculum Standard for General Senior High Schools(2017)" first proposed the core literacy of the subject,to become a weather vane to guide education reform and a new standard for teachers to set teaching goals.The evaluation of high school information technology courses should be in various forms,focusing on the core literacy of the subject.In order to meet the needs of the new curriculum reform and reflect the students' core literacy level in the information technology course,it is imperative to design and develop new evaluation tools.Constructing the corresponding evaluation rubric will make the evaluation more comprehensive.Based on the analysis of the existing research results,according to the high school information technology curriculum standards,and based on the core literacy of the information technology subject,this research intends to take the "Data and Computing",the content of the high school information technology curriculum textbook of the People's Education Edition as the starting point,and design the subject The core literacy-oriented overall evaluation rubric for high school information technology courses,combined with specific testing methods to test the scientificity of the evaluation rubric.The research methods such as AHP,survey,and triangulation are used in the research.The specific research process is as follows: First,read and analyze the relevant literature to understand the current learning evaluation of information technology courses in senior high schools.Secondly,based on the organic combination of the information technology academic quality level 2information technology subject core literacy level 1 proposed in the "Standard" and the teaching content of the high school information technology course textbook "Data and Computing"(Personal Education Edition),the evaluation indicators are determined,using The survey method consults the expert group,revises and improves the evaluation indicators according to the survey results,uses the AHP analytic hierarchy process and the survey method to determine the weight of each evaluation indicator,determines the evaluation standards and designs the evaluation rubric.Finally,students are tested by using the evaluation rubric in the actual teaching,and the results are analyzed.At the same time,the triangulation method is used to collect data from three aspects,analyze them,and summarize the application effect of the rubric.The main research conclusions are as follows:(1)On the basis of understanding the connotation of the core literacy of the information technology subject,the overall evaluation rubric evaluation index of "Data and Computing" in the high school information technology course was preliminarily drawn up.It has been revised and perfected,and the four elements of the core literacy of the discipline are determined as the first-level indicators,13 second-level indicators,and 31 third-level indicators;(2)According to the opinions of experts,the weight of each indicator is calculated using the auxiliary software of Analytic Hierarchy Process.(3)The evaluation index system design the corresponding evaluation standard level,and finally determine the overall evaluation rubric evaluation standard of "Data and Computing" in the high school information technology course.(4)According to the test results using the "triangle cross-validation" research method,the evaluation rubric can better evaluate the core literacy level of high school students in the subject of information technology.(5)This paper puts forward the shortcomings of this research and the prospect of continued research in the future,and provides a reference and reference for the follow-up to the overall evaluation rubric of high school information technology courses. |
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