【作者】 钱松岭；

【导师】 董玉琦；

【作者基本信息】 东北师范大学 ， 教育技术学， 2014， 博士

【摘要】 中小学信息技术课程的主要目的是提升学生的信息素养，培养信息社会的理想公民，就我国目前的中小学信息技术课程实施发展状况来说，信息技术课程脱胎于计算机课程，还带着强烈的工具主义烙印，存在着技术至上的倾向，内容上缺少对信息权利与义务、伦理道德、法律法规、社会信息系统等信息社会学方面知识，忽视了课程的科学精神与人文精神的培养。而全面培养学生信息素养一定是信息科学、信息技术与信息社会的综合化，三者之间的关系越来越密切，而且彼此发生转化的时间周期越来越短，这也是社会发展对中小学信息技术课程STS综合化的促动。基于以上认识，本研究在中小学信息技术课程的框架内，以信息社会学为切入点，试图探求中小学信息社会学课程开发的模式、目标、内容选择与组织以及教学策略与评价，使之更好地与信息科学、信息技术内容合理融合、有机统一，以增强中小学信息技术课程的文化底蕴。为了以上目的，本研究综合运用了文献研究、国际比较研究、专家审议、教学实验研究包括问卷、观察、访谈等方法。本文共分六章。本研究通过对课程开发理论、信息社会学本体知识和中小学信息社会学课程研究现状进行了文献研究，分析了这些方面对中小学社会学课程开发的适用性；然后对英国、美国、日本和印度四国中小学信息社会学课程相关的政策性文件、商业性出版的教科书和课堂教学三方面为主要研究对象，从课程开发的基本要素，即课程目标，课程内容，课程结构，课程实施与课程评价等方面进行比较与分析；又阐述了与中小学信息社会学课程相关的哲学、心理学、社会学三个方面的理论基础。提出中小学信息社会学课程的要体现文化传承、社会科学、反思探究的三个社会学课程传统；同时，还从社会、个人和学科三个维度对中小学信息社会学课程的价值进行了分析。本研究进一步对中小学信息社会学课程进行了差异性分析与归类分析，确定了相关课程、核心课程和活动课程三种基本开发形式，并提出了课程开发的KPRC模式：K（Information Sociological Knowledge）信息社会学知识；P（Information Processing）信息处理流程：是信息技术学科的方法特质与过程原则；R（Social Relationship）学生的社会关系；C（Cultures）文化：传统文化与多元文化。此模式将课程目标定位为“培养数字公民”，并通过专家审议确定了宏观、中观与微观的三级目标体系。课程内容包括信息伦理、信息法律、社会信息系统、信息安全和信息科技发展史五个领域，并从自我、自我与他人、自我与社会三个层面的关系来组织这些内容，并分为四个水平阶段。基于以上工作，本研究在调查了教学实验对象课程需求的基础上开发了相应的三种课程资源，并对其进行专家审议，然后在小学五年级和初中二年级学生中进行了教学实验，研究结论包括：实验组和对照组之间没有显著差异；学生能充分思考信息社会学议题；师生对信息社会学课程实验教学的必要性给予肯定；学生家长的意识和行业自律可能成为课程实施的影响因素；相关课程教学行之有效。最后从中小学信息社会学课程的教学、学习内容、教学评价和未来研究四方面提出了建议。更多还原

【Abstract】 The main goal of information technology subject in schools is to promotestudents’ information literacy and the formation of ideal citizens in the informationsociety. Considering the present status of information technology curriculumimplementation in China, it was born out of computers curriculum, so that it has beenstrongly branded with the instrumentalism and has a tendency to technologyparamountcy, consequently, there is inadequate content such as information rights andobligations, information ethics, information laws and regulations, social informationsystem etc, which result in a neglect of science and human spirit. Nevertheless, acomprehensive development of students’ information literacy definitely is thesynthesis of information science, information technology and information societywhose relationship is closer and transmission speed is faster than ever before, that isalso the driving force to a combination of STS in information technology curriculum.Based on the understanding above of information technology curriculum, theresearch makes information sociology as a starting point and tries to explore themodel, goals, content and its organizing, teaching and learning strategies as well as itsevaluation so that it can make a reasonable integration with information science,information technology as a whole, meanwhile it can also enhance a culturalimplication of information technology curriculum in schools.The research applied various quantitative and qualitative methods includingliterature review, comparative study, questionnaire, Delphi, teaching experiments,interviews, observing and so on.This paper consists of6chapters that sorted, analyzed and explored the basictheories, values, developing models, curriculum content and its organizing as well asits teaching and learning. This paper makes a literature review on curriculumdevelopment theories, information sociology ontology and the current status ofinformation sociology development and discusses their applicability.The international comparative research on information sociology curriculum inschools compares the curriculum goals, contents, structures, implementations andevaluations from the four countries including the USA, the UK, Japan and India witheach other through their contexts such as official curriculum documents, textbooksand classroom teaching.The theoretical basis and value analysis of information sociology curriculum inschools through the literature review on related philosophy, psychology and sociology.It proposed three traditions of social curriculum that are culture continuity, socialscience and reflective inquiry. It also analyzed the values from the dimensions ofsociety, individual and subject This paper made a further analysis about the difference and categories andidentified three basic developing models: related curriculum, core curriculum andexperienced curriculum. It proposed a KPRC model: K(Information SociologicalKnowledge)；P(Information Processing)；R(Social Relationship)；C(Cultures). TheKPRC model located its goal in “the cultivation of a digital citizen” and set up athree-grade objects system. The fields of information ethics, information laws, socialinformation systems, information safety and security and information science andtechnology developing history have made up its contents and they are organizedthrough3levels of self, self and others, self and society and it was divided by4stages.Based on the work above, three different types of curriculum resources(relatedcurriculum, core curriculum and experienced curriculum)are developed and a teachingexperiment was made in Grade5in primary and Grade2in junior after identifyingthose resources through Delphi. The teaching experiment shows that there is not asignificant difference; students can fully think over the information social problems;both teachers and students confirmed its necessity; parents’ awareness and industrialself-discipline can be the influential factors to students’ information social behavior,related curriculum is effective. Suggestions from teaching, learning contents,evaluation and future study are given in the end.更多还原