Analysis Of Primary School Information Technology Textbooks From The Perspective Of The Core Literacy Of Disciplines

Teaching materials are an important carrier of teaching activities and an important tool to achieve teaching goals.Whether the information technology textbooks reflect the educational concept will directly affect the teaching effect.The establishment of the basic framework of the core literacy development of Chinese students has put forward new requirements for our country’s curriculum reform,and education and teaching are facing unprecedented challenges.At present,the components of the core literacy of the information technology subject in senior high schools have been determined,but there is no unified consensus on the components of the core literacy of the primary school information technology subject.This paper attempts to preliminarily analyze the components of the core literacy of primary school information technology disciplines,and selects the edition by education department of Jiangsu and Guangzhou province of two representative primary school information technology textbooks as the research objects.Conduct detailed analysis and comparison,and on this basis,put forward opinions and suggestions for future textbook compilation,and also try to help teachers better understand and use textbooks,so as to ultimately promote the cultivation and improvement of students’ core literacy.Based on the background of the era of education informatization and curriculum guidance documents,this paper first conducts extensive search and collation of relevant theories,and on this basis,research methods such as interview method and text analysis method are used to analyze the core literacy components of primary school information technology disciplines,with the intention of using this as the basic framework for textbook analysis.After textual analysis of the surface structure and deep structure of the two editions of primary school information technology textbooks,this paper draws the following conclusions:the two editions of textbooks show their own distinctive regional differences,and the concept of practical innovation ability and learning to learn is fully reflected,but the content of information social responsibility needs to be strengthened urgently.Based on this,this paper proposes improvement strategies from the two aspects of textbook writing and teacher teaching.The content of the textbook should fully reflect the core literacy of the discipline,pay attention to strengthening the cultivation of students’ awareness of information social responsibility,keep up with the development speed of information technology,shorten the writing cycle,and pay attention to reflecting the differences between students and schools.Teachers should also effectively change their teaching concepts to promote teaching,and rationally use information technology to carry out teaching,so as to continuously improve students’ core literacy in the discipline.