The Case Study On Heterogeneous Of The Same Class In High School Technology From The Perspective Of Key Competencies

In 2018,the Ministry of Education promulgated the General High School Information Technology Curriculum Standards(2017 Edition),which proposed that core literacy in information technology subjects consists of four core elements:information awareness,computational thinking,digital learning and innovation,and information social responsibility,which interpenetrate and support each other to form an indivisible whole when teaching in the classroom and jointly promote the improvement of students’ information literacy.The germination of the core literacy concept to taking root needs to be implemented by instructors in classroom teaching.Therefore,how to implement core literacy in daily classroom teaching is especially important for frontline teachers.With the rapid development of the "same classroom variation" supported by the excellent classroom resources,this study selects the case of the same classroom variation to discuss the methods of implementing core literacy in classroom teaching of information technology subjects.This study uses the i FIAS interactive analysis system,adopts the methods of quantitative analysis and descriptive classroom observation,and conducts a comparative study on the classroom records of the two teachers from the perspective of core literacy,and summarizes their existing classroom structure,classroom process and subject core literacy training.Some commonalities and differences are extracted,and the training methods for the core literacy of a specific subject for high school information technology algorithm and program algorithm courses are extracted to provide reasonable suggestions for information technology teachers.The study found that when micro-lectures are used as a digital teaching resource in classroom teaching,it is easier to achieve the penetration of information awareness literacy;classroom activities of inquiry are more likely to achieve the computational thinking literacy penetration.For algorithmic and programming courses in high school computer science courses,it is recommended that teachers focus on computational thinking and carry out project learning;combine students’ basics,handle activity design flexibly;teach programming in practice;adopt "semifinished" program teaching methods.