摘要
在技术驱动社会变革进而引起教育改革的全球化背景下,学生ICT素养被欧美国家列为21世纪新能力评价的起点。剖析ICT素养深层结构及其发展过程可以为我国课程改革和21世纪技能培养提供理论支撑。基于国际上影响深远的10个ICT素养框架,通过对其内容深入比对分析,得到被广泛认同的ICT素养成分,揭示出隐藏在内部的技术情境与一般认知这两个本质因素,并据此得出ICT素养的完整演化过程及其与21世纪技能的关系。进而,对我国学生ICT素养教育提出相应建议:ICT素养内容应采用基于问题的组织方式,尽可能融入其他能力要求;以表现性评价为主要测量技术;课程设置采取独立开课和整合其他学科的并行路线。
In the context of globalized education reform resulting from technology-driven social change, ICT literacy （ICTL） is typically recognized as the starting point for new competence assessments of the 21st century in Europe and America. Analyzing and revealing the deep structure and development process of ICTL can provide theoretical support for domestic curricula reform and the 21st century skills training. Therefore, 10 well-known ICTL frameworks were identified for in-depth comparative analysis, which generated the most accepted sub-skills of ICTL. Technological situation and general cognition were revealed as two underlying factors. Accordingly, the complete evolution process of ICTL was derived, as well as the relation to the 21st century skills. In light of the findings, some suggestions for domestic education are were proposed： the components of ICTL can be organized by question-based structure, incorporating other competencies as much as possible; both independent course and integration with other disciplines are concurrent approaches to ICTL curriculum.
出处
《比较教育研究》
CSSCI
北大核心
2018年第3期3-11,共9页
International and Comparative Education
基金
国家科技支撑计划课题"中小学师资培训公共服务体系关键技术及标准规范研究"(编号:2014BAH22F01)的阶段性成果
关键词
ICT素养
21世纪技能
数字能力
信息素养
ICT literacy
21st century skills
digital competence
information literacy
