华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2026, Vol. 44 ›› Issue (1): 80-93.doi: 10.16382/j.cnki.1000-5560.2026.01.007

• 教育数字化转型 • 上一篇    下一篇

义务教育信息科技课程标准实施的现状、问题与建议——基于全国性大规模调查

李正福1, 林晓凡2, 冯倩1, 李素琛1, 罗舒澄2, 李锋3, 魏雄鹰4, 熊璋5   

  1. 1. 教育部课程教材研究所，北京 100029
    2. 华南师范大学教育信息技术学院，广州 510631
    3. 华东师范大学教育信息技术学系，上海 200062
    4. 浙江省教育厅教研室，杭州 310012
    5. 北京航空航天大学 国家教材建设重点研究基地“中小学信息科技教材研究基地”，北京 100191
  • 出版日期:2026-01-01 发布日期:2025-12-31
  • 基金资助:
    国家社会科学基金教育学一般项目“高质量数字教材建设机制及政策研究”（BHA230159）。

Current Situation, Problems and Suggestions for the Implementation of Curriculum Standards of Information Science and Technology in Compulsory Education: Based on a Nationwide Large-Scale Survey

Zhengfu Li1, Xiaofan Lin2, Qian Feng1, Suchen Li1, Shucheng Luo2, Feng Li3, Xiongying Wei4, Zhang Xiong5   

  1. 1. Institute of Curriculum and Textbook Research, Beijing 100029, China
    2. School of Information Technology in Education, South China Normal University, Guangzhou 510631, China
    3. Department of Education Information Technology, East China Normal University, Shanghai 200062, China
    4. Department of Education and Research, Hangzhou 310012, China
    5. National Textbook Construction Key Research Base for Primary and Secondary School Information Technology Textbooks, Beihang University, Beijing 100191, China
  • Online:2026-01-01 Published:2025-12-31

RichHTML

1

PDF

19

摘要：

课程标准的实施是育人蓝图转变为现实的过程，其实施质量在很大程度上决定了课程育人的效果。当前，关于《义务教育信息科技课程标准（2022年版）》在全国范围实施情况的研究不多，本研究以信息科技教师为对象，采用量表调查方法在全国进行了广泛调研。调查结果反映：大部分教师对信息科技课程标准的改革持有信心，积极参与课程标准学习、课程资源开发建设和教学方法实践创新等课程教学改革活动，普遍具备信息科技课程教学的基本胜任力；同时，存在教师专业不对口、对课程标准理解不深入、现有课程资源难以支持课程标准高质量落实、教学方法适切性欠佳等问题。结合信息科技课程建设的实际情况，可从优化师资配置、提高教育教学能力、创新教学方式、构建数智化资源供给、加强基础研究等方面系统采取相应措施，整体推进信息科技课程标准高质量实施。

关键词: 信息科技, 课程标准, 调查研究, 课程建设, 对策建议

Abstract:

The implementation of curriculum standards is the process of transforming educational blueprints into reality, and the quality of its implementation largely determines the effectiveness of curriculum education. In response to the lack of research on the perspective of a nationwide implementation of the “Compulsory Education Information Technology Curriculum Standards (2022 Edition)”, this study conducted extensive research on information technology teachers nationwide using a scale survey method. The survey results reflect that most teachers have confidence in the reform of information technology curriculum standards, actively participate in curriculum standard learning, curriculum resource development and construction, and innovative teaching methods, and generally possess the basic competence of information technology curriculum teaching; At the same time, there are problems such as teachers' professional mismatch, insufficient understanding of curriculum standards, difficulty in supporting high-quality implementation of curriculum standards with existing curriculum resources, and inadequate appropriateness of teaching methods. Based on the actual situation of information technology curriculum construction, corresponding measures can be taken systematically from the aspects of optimizing teacher allocation, improving educational and teaching capabilities, innovating teaching methods, constructing digital and intelligent resource supply, and strengthening basic research to comprehensively promote the high-quality implementation of information technology curriculum standards.

Key words: information science and technology, curriculum standards, investigation, curriculum construction, suggestions for countermeasures