“科”与“技”并重，提升数字素养与技能——基于三大信息科技类课程标准的比较研究
Emphasizing Both “Science” and “Technology” and Enhancing Digital Literacy and Skills—A Comparative Study Based on Three Kinds of Major Information Technology Curriculum Standards

《义务教育信息科技课程标准(2022年版)》的发布标志着我国义务教育阶段信息科技课程发展步入崭新的阶段。研究从课程名称、课程目标、课程内容与设计、课程评价四个方面对新旧课标进行比较分析，发现新课标的四大亮点：课程名称从“信息技术”到“信息科技”；课程目标从三维目标转向核心素养；课程内容设计围绕六条逻辑主线，凸显跨学科实践；学业质量标准以核心素养为导向，倡导多元评价。依据分析结果提出四点义务教育信息科技课程的实施建议：5E教学模式助力学生概念理解，发展学生核心素养；在三维目标基础上突出核心素养，彰显信息科技课程的育人价值；以STEM理念开展跨学科教学；利用学历案实现学生的真实性学习。
The issuance of the “Information Science and Technology Curriculum Standards for Compulsory Education (2022 Edition)” indicates a new stage in the development of information technology curriculum within China’s compulsory education. Through a comparative analysis of the new and old curriculum standards from four aspects—curriculum name, curriculum objectives, curriculum content and design, and curriculum evaluation, four major highlights of the new curriculum standards are revealed: the curriculum name progresses from “Information Technology” to “Information Science and Technology”; the curriculum objectives transform from three-dimensional goals to core literacy; the curriculum content design centers around six logical threads, highlighting interdisciplinary practice; and the academic quality standards, oriented towards core literacy, advocating for diverse evaluations. Based on this analysis, four implementation suggestions for the Information Science and Technology curriculum in compulsory education are put forward: the 5E teaching model assists students in conceptual understanding and the development of core literacy; emphasizing core literacy on the basis of three-dimensional goals to showcase the educational value of the Information Science and Technology curriculum; conducting interdisciplinary teaching with the concept of STEM; and utilizing learning plan to realize students’ authentic learning.