中国电化教育

进入数字时代，大数据、人工智能等新技术催生人类生产生活方式新生态，国民数字素养成为国际竞争力的重要指标，服务于国家数字经济发展战略。在新一轮基础教育课程改革中，正在改革的信息科技新课程勇挑重担，站在未来谋划今天的教育，担负起培养青少年数字素养的重任。但是，多年来义务教育信息科技课程由于缺乏国家课程标准一直处于自发探索状态，高中课程也存在学科本质认识不清等诸多困境，面临巨大的挑战。为了进一步明晰数字素养目标落实的逻辑理路，研究分析了两个有全球影响力与代表性的数字素养教育文本，其蕴含的问题解决逻辑使得我们更加坚定问题解决是青少年数字素养培养的必由之路。信息科技新课程要从课程宗旨、课程架构、课程的教与学层面紧紧围绕问题解决，使学生在真实问题的解决中形成大概念，发展学科观念与学科思维，形成与数智社会相适应的数字素养。

Entering the digital age, new technologies such as Big Data and Artificial Intelligence continue to transform human production and life styles. National digital literacy has become an important indicator of international competitiveness, and serve the national development strategy of the digital economy. In the new round of compulsory education curriculum reform, information technology curriculum shoulders this responsibility of developing youngsters' digital literacy planning today's education in the future. However, compulsory education information technology curriculum has been in a state of spontaneous exploration for many years, and there are many difficulties such as unclear understanding of the nature of the disciplines in senior high schools due to the lack of national curriculum standards. It is facing huge challenges. In order to further clarify the rationale for the implementation of the digital literacy goals, the study analyzed two globally influential and representative digital literacy education texts. The problemsolving logic contained in them makes us more determined that problem-solving is the way to develop youngsters' digital literacy.The new information technology curriculum should focus on the problem-solving logic from the curriculum purpose, curriculum structure, curriculum teaching and learning, so that students can form big ideas with real problem solving, develop subject concepts,ideas and thinking, and form digital literacies that are compatible with digital society.