On the development of the curriculum reflecting learners' characteristics and its assessment methods in intermediate informatics education.

中级信息学教育中体现学习者特点的课程开发及其考核方法研究

• 批准号: 16500587
• 负责人: INOUE Takeshi
• 金额: $ 2.37万
• 依托单位: Shiga University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2004
• 资助国家: 日本
• 起止时间: 2004 至 2006
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-16500587/
• 关键词: informatics education; information literacy; informatics education of the intermediate level

The results of this study were summarized in the following.1.It became clear that several points to improve were contained in the contents of current subject "informatics" and its teaching system in Japanese high schools, as a result of the investigation on the teachers in charge of the subject.2.In consequence of the survey of syllabuses of current informatics education in many national universities, the curriculums of its subject in almost all of them were not considered for the students who have already learned the subject "informatics" in high school.3.Four studies were executed by two kinds of questionnaire : one is measured for information literacy of intermediate level and the other for computer anxiety. The results of those researches showed that (1)there was no difference between groups of whether or not students have learned the subject "informatics" in high school in their information literacy of intermediate level and computer anxiety at the time of matriculation, (2)Concer … More ning first-year students after matriculation, information literacy was significantly higher in July than in April and computer anxiety was significantly lower as well. These results suggests that whether or not students have learned the subject "informatics" in high school did not bring the differences in information literacy and computer anxiety, and that having a lecture of informatics education after matriculation rather strongly influenced their information literacy and computer anxiety.4.For the moment, it seems inappropriate that the current contents of informatics education in university aiming at acquirement of computer literacy should be changed completely to the more advanced contents. Nonetheless, individual differences among first-year students at the time of matriculation seem larger, so the contents for learning informatics education should not only be in basic level but also in advanced level for students of high abilities. Under this view two other studies were executed for development of teaching material of advanced level. Less

本研究的结果概括如下： 1.通过对日本高中教师的调查，发现当前日本高中“信息学”学科的内容及其教学体系存在几点需要改进的地方2.根据对许多国立大学当前信息学教育课程大纲的调查，几乎所有大学都没有为已经学过“信息学”学科的学生考虑该学科的课程。高的3.四项研究采用两种问卷进行：一种是针对中级信息素养的测量，另一种是针对计算机焦虑的测量。这些研究的结果表明：（1）组间是否存在差异。学生在高中学习过“信息学”科目后，信息素养达到中级水平，入学时出现计算机焦虑，(2)就一年级学生入学后而言，7月份的信息素养明显高于2017年。四月份对电脑的焦虑明显降低这些结果也表明，学生在高中时对“信息学”科目的学习是否深入并没有带来信息素养和计算机焦虑的差异，而入学后参加信息学教育讲座反而影响了他们的信息素养和计算机焦虑。 4.目前大学信息学教育中旨在获得计算机素养的内容完全转变为更高级的内容似乎不太合适，但一年级学生在入学时存在个体差异。入学似乎更大，所以在此背景下，针对高能力学生的信息学教育内容不仅应该是基础水平，还应该是高级水平的教材。