中国电化教育

信息科技课程对于培育学生数字素养与技能至关重要，其高质量的教学实践对落实信息科技课标、推进教育数字化转型、建设数字中国具有重要战略意义。目前大部分研究多进行信息科技课程性质与特征、核心素养、建设路径等方面的理论探讨，缺乏对其教学实施效果的跟踪调研。为准确把握信息科技课程的实施现状，该研究构建和应用基于LICC范式的信息科技课堂观察量表，以12个信息科技课例为研究对象，从量化研究与质性研究相结合的视角对信息科技课堂跟踪观察分析。研究发现，信息科技课程教学实施成效初显，但仍然面临着一系列困境，如学生学习主体性与互动效率待提升，教师教学环节偏离教学目标且缺失连贯性、课程教学目标脱离素养培育、内容未凸显科学原理、评价弱化素养的监测、课堂教学平等民主性较低等。基于布迪厄实践逻辑理论的场域、惯习与资本三要素，对信息科技课程教学实施困境进行归因和剖析，可以认识到信息科技新教材与配套资源的短缺、信息科技教师课程能力水平低以及新教学理念与方法重构难度大三方面会促使信息科技课程的教学实施困难重重。因此，为促进信息科技课程教学实施有效开展，需要持续开发新教材与配套资源、不断提升信息科技教师课程能力水平、促进信息科技教师创新变革教学理念与方法。

Information science and technology curriculum is an important carrier for enhancing students' digital literacy and skills. Its highquality teaching practice has significant strategic significance for implementing information science and technology curriculum standards,promoting educational digital transformation, and building a digital China. Currently, most scholars focus on theoretical research on the nature,characteristics, core competencies, and construction paths of information science and technology courses, while lacking in-depth tracking and investigation of their teaching practices. To accurately grasp the current situation of the implementation of information science and technology curriculum standards, this study took 12 classes as the research object, constructed and applied an information science and technology classroom observation scale based on the LICC paradigm, and conducted a combined quantitative and qualitative analysis of classroom for the tracking observations. Research has found that the implementation of information science and technology curriculum has initially shown effectiveness, but still faces a series of dilemmas. These include the need to enhance students' learning autonomy and interaction efficiency,teachers' teaching processes deviating from teaching objectives and lacking coherence, course teaching objectives being detached from literacy cultivation, content not highlighting scientific principles, evaluations focusing more on knowledge assessment and weakening the monitoring of literacy development, and the equality and democracy of classroom teaching being relatively low. Based on Pierre Bourdieu's theory of practice logic, this study attributed and analyzed the difficulties in teaching implementing of information science and technology curriculum and found that factors such as the shortage of new textbooks and supporting resources, low levels of teachers' curriculum capabilities, and the difficulty of reconstructing new teaching concepts and methods contributed significantly to the challenges in implementing IT course teaching.Therefore, to promote the effective teaching implementing of information science and technology curriculum, it is necessary to continuously develop new textbooks and supporting resources, enhance the curriculum capabilities of teacher, and foster the innovation and transformation of teachers' teaching concepts and methods.