What is general technology?

Curriculum standards of technical field in ordinary senior high schools

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Science and technology is an organic part of human civilization and an important driving force for economic development and social progress. With the development of the times, new technologies such as information technology, new material technology, new energy technology and modern biotechnology are rapidly and profoundly affecting human production and lifestyle, social relations and people's understanding of the world. On the one hand, technology plays a more significant role in the process of realizing its economic and social value, in the transformation of scientific knowledge, in promoting national economic growth and the improvement of people's quality of life, in enhancing people's communication and understanding, and in accelerating the integration of different national cultures; On the other hand, the negative problems brought by technological development are increasingly prominent. Practice has proved that a country with rapid development and high prosperity needs not only advanced science, but also technology that matches and coordinates with scientific development. Therefore, setting up technical study fields in ordinary senior high schools is not only the need to strengthen and improve technical education in basic education, but also the need to implement the strategic decision of "rejuvenating the country through science and education" and promote sustainable economic and social development.

The basic goal of technical courses in ordinary senior high schools is to improve students' technical literacy, promote students' comprehensive and personalized development, develop students' technical practice ability based on information exchange and processing, technical design and application, and cultivate students' innovative spirit, entrepreneurial consciousness and certain life planning ability. Technology courses not only pay attention to students' learning of basic knowledge and basic operation skills that meet the needs of the times and are closely related to students' lives, but also pay attention to students' understanding and application of technical ideas and methods, students' understanding and understanding of humanistic factors of technology, students' exploration, experiment and creation in technology learning, and the development of students' emotional attitudes, values and * * * communication skills, laying a foundation for students to meet future challenges and realize lifelong development.

First of all, the nature of the course

The technical course in senior high school is a basic education course which is connected with information technology education and labor technology education in the nine-year compulsory education stage, with the main characteristics of improving students' technical literacy, design learning and operation learning. It is a compulsory course for ordinary senior high school students stipulated by the state. In the curriculum structure of senior high schools in China, technology is a basic learning field.

1. The ordinary high school technical course is a very practical course.

Technical courses are based on students' direct experience and personal experience, with the principles of "learning by doing" and "learning by doing". Technical courses focus on students' hands-on operation, personal experience and personal experience, emphasizing students' full participation and full participation. Each learner gains rich "operation" experience through observation, investigation, design, production, experiment and other activities, and then obtains the development of emotional attitude, values and technical ability.

2. The ordinary high school technical course is a comprehensive course.

The technical course is very comprehensive, which goes beyond the subject system. It emphasizes the connection and comprehensive application of various disciplines and knowledge. In learning, students should not only comprehensively use the existing knowledge of Chinese, mathematics, physics, chemistry, biology, history, society and art, but also integrate into the consciousness of economy, law, ethics, psychology, environmental protection and aesthetics. Students' technical learning activities are not only the comprehensive application of existing knowledge and skills, but also the comprehensive learning of new knowledge and new ability.

3. The ordinary high school technical course is a creative course.

The essence of technology lies in creation, and technical courses are courses with creation as the core. Through the acquisition, processing, management, expression and exchange of information, through the design, production and evaluation of technology, through the application of technical ideas and methods and the solution of practical problems, it provides students with a broad stage to show their creativity, which is an important carrier and an effective way to cultivate students' innovative spirit and practical ability.

4. The technical course in ordinary senior high school is a course of integration of science and humanities.

Technology is a form of human cultural wealth accumulation. Any technology, while condensing certain principles and methods and embodying scientific nature, carries rich cultural information and embodies certain humanistic characteristics. Technology curriculum not only attracts students' participation with the inherent mystery, creativity and unique power of technology, but also touches students' hearts with the artistic sense, cultural and moral responsibility contained in technology.

Second, the curriculum value.

There are two subjects in the field of technology learning: information technology and general technology. Information technology is a rapidly developing and widely used technology, which embodies the development characteristics of the times. Here, general technology refers to the technology that is broader than information technology, embodies the foundation and universality, and is different from professional technology. It is a widely used technology in daily life, which has a wide range of migration value for the development of students. As far as specific technology is concerned, general technology is relative. Technical courses have the following unique values:

L guide students to integrate into the world of science and technology and enhance their social adaptability.

Through technology learning, students can consciously feel the changes brought by the development of technology in the information age to the economy and society, and feel the existence of technology in daily life; You can better understand society, production, occupation and their relationship with technology; We can look at technology more rationally and use it in a more responsible, far-sighted and ethical way; We can make use of the technology we have learned, participate in social life more widely with the emotion of being close to technology and the attitude of active inquiry, and improve our active adaptability to the future society.

2. Stimulate students' creative desire and cultivate their innovative spirit.

Students' technological learning process is more of a creative process. In this process, students can stimulate their creative desire and enjoy the fun of creation through the completion of design tasks and the exploration of technical problems, and cultivate their creative imagination, critical thinking and innovative ability in practice to form positive, brave, cooperative and enterprising qualities.

3. Strengthen the use of students' hands and brains to cultivate students' practical ability.

The technical class emphasizes the combination of mental skills and motor skills, and the unity of theory and practice. Through "hands-on", students' technical design and production ability, technical experiment and technical inquiry ability, and their ability to solve practical problems by using the technology they have learned are enhanced.

4. Enhance students' cultural understanding and improve their communication and expression skills.

Both information technology and more general technology have rich and profound cultural connotations, and both pay attention to the expression and transmission of ideas. Information technology is the curriculum carrier to cultivate students' information literacy, which can improve students' information processing and communication ability and improve their understanding of public information culture. This value is also fully reflected in the design and production, communication and evaluation throughout technical activities.

5. Improve students' learning style and promote students' lifelong learning.

The learning methods of technical courses are rich and varied, including individual independent operation learning, group cooperative learning, observation learning, experience learning, design learning, network learning and so on. Information technology is not only students' learning content, but also students' learning tools. The formation of basic information technology ability is conducive to students' application of information technology to other disciplines, to the change of students' learning methods, and to their lifelong learning and development.

information technology

First, the basic concepts of the curriculum

(1) Improve information literacy and cultivate qualified citizens in the information age.

Information literacy is a necessary literacy for citizens in the information age. Based on the compulsory education curriculum, the information technology curriculum in senior high school aims at further improving students' information literacy, and emphasizes solving practical problems through cooperation, so that students can master information technology, feel information culture, enhance information awareness and internalize information ethics in the process of information acquisition, processing, management, expression and communication, so that senior high school students can develop into citizens with good information literacy to meet the requirements of the information age.

(2) Create a good information environment and a lifelong learning platform.

Taking the opportunity of setting up information technology courses in senior high schools, we should fully mobilize the forces of families, schools, communities and other parties, integrate educational resources, provide necessary software and hardware conditions and positive and healthy information content for senior high school students, and create a good information atmosphere; Pay attention to current learning, pay more attention to sustainable development and build a lifelong learning platform for students.

(c) Pay attention to all students and build distinctive information technology courses.

Fully consider the starting level and personality differences of senior high school students, and emphasize students' independent choice and self-design in the learning process; It is advocated that students' potential can be fully tapped and their personalized development can be realized through reasonable extension or expansion of course content. Pay attention to the imbalance of development in different regions, and encourage development according to local conditions and characteristics on the premise of meeting the Curriculum Standards.

(four) to cultivate the ability to solve problems and advocate the use of information technology for innovative practice.

The information technology curriculum in senior high school emphasizes the design of problems in combination with the actual life and study of senior high school students, so that students can master the ideas and methods of applying information technology to solve problems in the process of activities; Encourage students to actively apply the information technology they have learned to various practical activities such as production, life and even information technology innovation, and innovate in practice and practice in innovation.

(5) Pay attention to communication and cooperation and build a healthy information culture.

The information technology course in senior high school encourages senior high school students to combine life and study reality, use appropriate information technology, properly express their thoughts and conduct extensive exchanges and cooperation. In this process, they can enjoy their thoughts, inspire themselves, reflect on themselves, enhance their friendship and jointly build a healthy information culture.

Second, the curriculum design ideas

(A) curriculum design ideas and modular structure

With the development of social informatization, information literacy has increasingly become an indispensable part of civic literacy in the information society. Information technology education has gone beyond the simple computer technology training stage and developed into information literacy education to meet the needs of talents in the information society. Therefore, the design of high school information technology curriculum embodies the following three characteristics: first, it integrates the curriculum objectives of information technology application ability and humanistic quality training; The second is the course content that meets the needs of students' physical and mental development; Third, the curriculum structure is conducive to the all-round development and personality development of all students.

The information technology course in senior high school includes two parts, compulsory and elective, and six modules, each with 2 credits. There is only one module of "Information Technology Foundation" in the required part, with 2 credits. It is connected with the nine-year compulsory education stage, which is the basis of information literacy training and the premise of learning the follow-up elective modules. This module focuses on information processing and dissemination, information technology and social practice, and emphasizes that students should master the basic methods of information acquisition, processing, management, expression and communication. On the basis of applying information technology to solve practical problems in daily study and life, they feel and understand the form and connotation of current social information culture through the process of combining personal experience with rational construction, understand the influence of information technology on social development, and construct values and sense of responsibility suitable for social development. It is suggested to open this module in the first semester of senior one.

The elective part of information technology includes five modules: elective course 1: algorithm and programming, elective course 2: multimedia technology application, elective course 3: network technology application, elective course 4: data management technology and elective course 5: preliminary artificial intelligence, with 2 credits for each module. The elective part emphasizes the dual construction of technical ability and humanistic literacy on the basis of compulsory modules, which is the continuation of information literacy training and a platform to support personality development. Module content design not only pays attention to grasping the depth and breadth of technology, appropriately reflecting the frontier progress, but also pays attention to the expression of technical culture and information culture concepts. In the five modules of the elective part, "algorithm and programming" is set as the technical basis of computer application; "Multimedia technology application", "network technology application" and "data management technology" are set as general information technology applications; "Primary artificial intelligence" is set as a special topic of intelligent information processing technology. In order to enhance the freedom of course selection, five parallel and relatively independent elective modules are designed. Each elective module has different conditions. Every school should offer at least two courses: Algorithm and Programming, Application of Multimedia Technology, Application of Network Technology and Data Management Technology, and make plans to gradually overcome the constraints of funds, teachers, venues and equipment, and open all elective modules including Preliminary Artificial Intelligence to provide students with more choices. It is suggested that the elective module should be arranged in the second semester of senior one or later. Among them, the module of "Algorithm and Programming" is connected with some contents in the mathematics course, and should be offered in the first semester of senior two or later.

Some related contents of information technology are arranged in general technical subjects. For example, the course of control and design is set up in the compulsory module of process and design II, and two modules of electronic control technology and simple robot making are set up in the elective part.

In view of the fact that it truly represents the development trend of information technology, but the requirements are high, it is not appropriate to rigidly stipulate the content in the national curriculum, and it is allowed to develop corresponding local courses or school-based courses on its own. Schools should also be good at finding students with real talents and specialties in information technology and give them special training.

We should maintain students' long-term learning process of information technology to ensure the effectiveness of learning. If students only take 4 credits, it is recommended to complete it in two academic years. For example, a compulsory module is completed in the first semester of senior one, and an elective module is completed in the first semester of senior two.

The relationship between the modules of the information technology course is as follows:

(B) on academic recognition

Completing four credits is the minimum requirement for obtaining high school graduation qualification, of which two credits are compulsory and two credits are optional. It is suggested that high school students with interest and potential should take more credits to create conditions for future development.

(3) Description of standard style

The compilation of high school information technology curriculum standards adopts the form of combining content standards, examples and activity suggestions. Among them, the content standard is the main body, the example is the further explanation of the content, and the activity suggestion is the suggestion and guidance of the teaching activity mode.

The compilation of content standards should first adhere to flexibility, not only give the basic requirements of each part, but also leave diversified space for textbook compilation, teaching activities and tool selection. Secondly, pay attention to timeliness, and ensure that it has continuous guiding significance for information technology teaching during the implementation of this standard.

The example is a hint of the content standard, and it is a further explanation and concrete explanation. Considering the requirements of curriculum standards for flexibility and timeliness, some content standards are described in general terms, so some examples are given to give hints and explanations. But the example is just a reminder, not a specific provision of the content standard. In addition, the timeliness of the content in the examples is often poor, but the ideas and methods in the examples can be extended and take effect for a long time.

Activity suggestions are used to inspire and guide the implementation of teaching activities.

(D) Learning objectives and behavioral verbs

In order to help understand, the following table lists the behavioral verbs used in the standard and their corresponding learning goals and mastery levels:

Behavioral verbs used in all levels of content standards

Low knowledge goal

High level of understanding

Re-recognize or recall factual knowledge; Identifying and appraising facts or evidence; List examples that belong to a concept; Describe, enumerate, list, understand and be familiar with the basic characteristics of an object.

Comprehension level

Grasp the internal logical connection between things; Establish the connection between old and new knowledge; Explain, infer, distinguish and expand; Provide evidence; Collect and sort out information, etc. Explain, compare, search, understand, identify, understand and investigate.

Migrate application level

Summarize the laws and principles; Apply the learned concepts, principles and methods to new problem situations; Establish a reasonable relationship between different situations such as analysis, design, formulation, evaluation, discussion, summary, research, selection, selection, learning, drawing, adaptation, self-study, discovery, induction, determination and judgment.

Low-skill goal

High imitation level

Try, imitate, visit, dissect, use, run, demonstrate and debug the operation under the guidance of prototype demonstration and others.

Independent operation level

Complete the operation independently; Adjust and improve on the basis of evaluation and appraisal; Contact existing skills, such as acquisition, processing, management, expression, release, communication, application, use, production, operation, construction, installation, development and realization.

Skilled operation level

Evaluate, select and skillfully operate technologies and tools according to needs, and skillfully operate, skillfully use, effectively use, use and create according to specifications.

Low emotional goal

A high level of experience (feeling)

Engage in and experience the whole process of an activity, and gain perceptual knowledge, experience, feeling, communication, discussion, observation, (field) inspection and visit.

Response (recognition) level

Obtain and express feelings, attitudes and value judgments on the basis of experience; Pay attention to, learn from and appreciate the corresponding response.

Understanding (internalization) level

Establish a stable attitude, consistent behavior habits and good values. Form, cultivate, establish, establish, build, enhance, promote and maintain.

Third, the curriculum objectives

The overall goal of high school information technology curriculum is to improve students' information literacy. Students' information literacy is manifested in: the ability to obtain, process, manage, express and exchange information; Ability to evaluate the process, methods and results of information and information activities; The ability to express opinions, exchange ideas and cooperate to solve practical problems in study and life; Abide by relevant ethics, laws and regulations, and form values and sense of responsibility suitable for the information society. It can be summarized as the following three aspects.

Knowledge and skills

1. Understand the concept and characteristics of information and information technology, understand the basic working principle of using information technology to obtain, process, manage, express and exchange information, and understand the development trend of information technology.

2. Skillfully use common information technology tools, initially form the ability to learn information technology independently, and adapt to the development and changes of information technology.

(2) Process and method

3. Be able to find or summarize the problems that need to be solved by information and information technology from daily life and study, and determine the information needs through problem analysis.

4. According to the task requirements, determine the type and source of the required information, and evaluate the authenticity, accuracy and relevance of the information.

5. Be able to choose appropriate information technology for effective information collection, storage and management.

Be able to use appropriate tools and methods to present information, express opinions, exchange ideas and cooperate.

7. Skillfully use information technology, creatively explore or solve practical problems through planned and reasonable information processing, such as assisting other disciplines to learn and completing information works.

8. Be able to evaluate the process and results of information activities of yourself and others, and summarize the basic thinking methods of using information technology to solve problems.

Emotional attitudes and values

9. Experience the cultural connotation of information technology, stimulate and maintain curiosity about information technology, and form an attitude of actively learning and using information technology and participating in information activities.

10. Be able to dialectically understand the influence of information technology on social development, scientific and technological progress and daily life and study.

1 1. Be able to understand and abide by the ethics and laws and regulations related to information activities, and use information technology responsibly, safely and healthily.

The objectives of the above three levels are mutually infiltrated and organically linked, which together constitute the training objectives of information technology courses in senior high schools. In specific teaching activities, students should be guided to realize the comprehensive promotion and coordinated development of information literacy at different levels, such as knowledge and skills, processes and methods, emotional attitudes and values, in the process of learning and using information technology and participating in information activities, and the relationship between them cannot be artificially separated or cultivated by isolated activists.

Fourth, content standards.

Compulsory course part:

Information technology base

Fundamentals of Information Technology focuses on information processing and communication, and emphasizes the interaction between information technology and social practice around students' learning and life needs. This module is the basis of improving senior high school students' information literacy and the premise of learning various elective modules. It has universal value and is a compulsory module.

Through the study of this module, students should master the basic methods of information acquisition, processing, management, expression and communication; Can choose appropriate information technology to exchange ideas, cooperate and solve practical problems in daily life and study according to needs; Understand the impact of information technology on social development, clarify the responsibilities of social members, and form values suitable for the information society.

The teaching of this module should emphasize the improvement of information literacy on the basis of the application of information technology; We should face students' daily study and life, and let students cultivate information literacy through personal experience.

This module consists of four topics, and the structure is as follows:

Information acquisition

1. Content standard

(1) Describe the basic characteristics of information, list the application examples of information technology, and understand the history and development trend of information technology.

Beacon, letter, telegraph and telephone, radio and television and computer network represent different stages of the development of information and communication technology.

(2) Understand the diversity of information sources and its practical significance; Learn to determine the information demand and source according to the problem, and choose the appropriate method to obtain information.

(3) Mastering several main strategies and skills of network information retrieval can legally obtain online information.

(4) Master the basic methods of information value judgment and learn to identify and evaluate information.

2. Activity suggestion

Information technology enables people to know what is happening all over the world in the shortest time (even synchronously). For example, on the internet, weather information can be updated synchronously with the weather forecast of the meteorological station, but not all websites that do weather forecast make full use of this advantage. Try to investigate this topic, understand the weather forecast of related websites, make statistics and analysis on its update speed and accuracy (compared with the actual situation), and find the most timely and reliable weather forecast website.

(b) Information processing and presentation

1. Content standard

(1) Able to skillfully use word processing, chart processing and other tools to process information and express intentions according to task requirements; Choose appropriate tools and software to process multimedia information, present themes and express creativity.

For example, we can use multimedia material processing software, multimedia writing software and web page making software to process multimedia information.

(2) Standardize the use of the Internet and other media to publish information and express ideas.

(3) Master several basic methods of computer processing information, and know its working process and basic characteristics.

(4) Through the use of some intelligent information processing tools and software, experience its basic working process and understand its practical application value.

Example 1 Pattern recognition category: optical character recognition (OCR), handwritten Chinese character input, pinyin Chinese character input, etc.

Example 2 Natural Language Recognition: Natural Language Dialogue and Machine Translation.

2. Activity suggestion

(1) There are many ways to solve practical problems with computers. In addition to word processing, chart processing or processing software, it is also a basic method to directly use computer programs to solve practical problems. Teachers can demonstrate and dissect a practical example of a computer program, or let students use high-level language programming tools to solve a simple problem according to the specific situation.

(2) Using two-way translation software, an English essay is translated into Chinese first, and then the Chinese content is translated into English again, so as to investigate the accuracy of machine translation and discuss the advantages and disadvantages of machine translation.

(3) Visit natural language processing websites, such as:/), inquire about a topic, such as "eyes and vision", make statistics and analysis on the inquired data, and discuss the accuracy, richness and authority of the data.

(d) information technology and society

1. Content standard

(1) Discuss the influence of information technology on social development, scientific and technological progress and personal life and study.

Example 1 Use the Internet and other information channels to make an investigation and make a plan for introducing new vegetable varieties.

E-mail facilitates people's communication and exchange, but spam brings people trouble.

(2) Can make use of modern information exchange channels to carry out extensive cooperation and solve problems in study and life.

(3) Enhance the awareness of consciously observing laws and regulations related to information activities and participate in information practice responsibly.

(4) In the process of using the Internet, understand the basic connotation of network usage norms and related ethics; Able to identify and resist bad information; Establish safety awareness in network communication.

(5) Establish information security awareness and learn the basic methods of virus prevention and information protection; Understand the harmfulness of computer crime and form the habit of safety information activities.

(6) Understand the factors that information technology may bring against physical and mental health, and form the habit of using information technology healthily.

Example 1 Teenagers are addicted to the Internet for a long time, and it is easy to induce social phobia in real life.

Staring at the monitor screen for a long time can easily lead to eye fatigue and affect health.

2. Activity suggestion

(1) Suppose the school wants to open an online discussion forum for students, and it needs to formulate a code to regulate everyone's behavior. According to the actual situation of our school, do research and write this code.

(2) There is a famous cartoon entitled "No one on the Internet knows you are a dog"; Another person wrote, "Don't think you are a hidden dog". Organize students to discuss: what new ethical problems have been brought about by anonymous activities on the Internet?

(3) From the communication structure, telephone is a point-to-point information communication network, radio and television is a point-to-point information communication network, and computer network is a point/face/face information communication network. Combined with concrete examples, this paper discusses the differences of information dissemination structure and its influence on social life.