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

本研究的主要结果如下：1.通过对日本高中信息学课程负责教师的调查，发现日本高中信息学课程内容和教学体系存在着一些有待改进的地方; 2.通过对日本国立大学信息学课程大纲的调查，三、本研究采用两种类型的问卷进行四项研究，一种是测量中等水平的信息素养，另一种是测量计算机焦虑。研究结果表明：（1）高中是否学过信息学的学生，其中等信息素养水平和入学时的计算机焦虑水平无显著差异;（2）高中是否学过信息学的学生，其中等信息素养水平和入学时的计算机焦虑水平无显著差异;（3）高中是否学过信息学的学生，其中等信息素养水平和入学时的计算机焦虑水平无显著差异。 ...更多信息 大学一年级学生的信息素养在7月份显著高于4月份，计算机焦虑显著低于4月份。这些结果表明，学生在高中是否学习过“信息学”课程并没有带来信息素养和计算机焦虑的差异，而在入学后是否参加过信息学教育讲座对学生的信息素养和计算机焦虑有相当大的影响。大学信息学教育的现行内容以计算机素养的获得为目标，完全转向更高级的内容，似乎是不合适的。然而，在入学时，一年级学生的个体差异似乎较大，因此，信息学教育的学习内容不仅应该是基础水平，而且对于高能力的学生来说，应该是高级水平。根据这一观点，还进行了另外两项研究，以开发先进水平的教材。少