Comparative Study Of High School Information Technology Textbooks From The Perspective Of Subject Core Literac

With the promulgation of the General High School Information Technology Curriculum Standards(2017 Edition),the high school information technology curriculum began to be fully implemented,and the state has validated and adopted two versions of high school information technology based on the Curriculum Standards for use in 2019.This study takes the two sets of high school information technology compulsory one "Data and Computing",compulsory two "Information System and Society",selective compulsory one "Data and Data Structure",selective compulsory two "Network Foundation",selective compulsory three "Data Management and Analysis",selective compulsory four "Preliminary Artificial Intelligence",selective compulsory five "3D Design and Creativity",Selective Compulsory Six "Open Source Hardware Project Design",published by Education Science Press and Guangdong Education Press as the research vehicle,the content,project activities and presentation of the two versions of the textbooks were compared and analyzed through literature research method,content analysis method and comparative research method based on the four dimensions of core literacy of information technology subjects.Through the study,we found that the two versions of the textbook have their own characteristics.For different knowledge points,the focus of the versions is different,and there are differences in both project activities and presentation.The textbook version has more projects and activities,and emphasizes students’ inquiry ability and operation practice ability,while the Guangdong version focuses more on digital learning and innovation literacy,but the two versions of the textbook are still slightly inadequate in the cultivation of digital learning and innovation.Through systematic comparison and analysis,The author put forward suggestions on two aspects of future textbook development and teacher teaching.In terms of development: the content of textbooks should closely follow the core literacy of IT subjects,pay attention to digital learning and innovation,and keep up with the speed of IT development.For teachers,they should adapt to the requirements of the new curriculum,change their teaching concepts,and use digital tools and resources reasonably to start teaching,combining the strengths of different versions of textbooks to complement each other’s strengths.