摘 要：随着社会信息化的发展，信息素养日益成为信息社会公民素养不可或缺的组成部分。信息技术教育已经超越了单纯的计算机技术训练阶段，发展成为与信息社会人才需求相适应的信息素养教育。由于对信息技术课程的基本理念缺乏深入理解，计算机教育的那些思想观念依然存在于信息技术教学中，在目标、内容和方法上没有实质性转变。要改变这种现状， 应尝试探索信息技术课的新型教学模式，而基于项目的学习(PBL)就是其中的一种，本文选择了基于项目的学习模式在中学信息技术课程中的运用研究。
论文前言部分分析了中学信息技术教育的现状、信息技术课教学中存在的主要问题、中小学信息技术课程的特点。本文研究的内容是,基于项目的学习这一新的教学模式,在信息技术课中的运用,能否提高学生的信息素养，培养学生的协作能力，如何评价学生的学习。
第二部分介绍了基于项目学习的内涵、意义、理论基础、构成要素、及其操作流程。“基于项目的学习”是以学习研究学科的概念和原理为中心，以制作作品并将作品展示给他人为目的，在真实世界中借助多种资源开展探究活动，并在一定时间内解决一系列相互关联着的问题的一种新型的探究性学习模式。基于项目的学习的理论基础主要有建构主义学习理论、杜威的实用主义教育理论和布鲁纳的发现学习论。基于项目的学习主要由内容、活动、情境和结果四大要素构成，操作流程是：选定项目、制定计划、活动探究、作品制作、成果交流、活动评价。
第三部分首先设计了一个以“社区”为主题的基于项目学习的信息技术教学实践方案，依据对学生的信息素养和协作能力的分析设计了实验方案进行实验,最后对实验数据进行分析并得出结论。
最后，文章进一步阐述了实施基于项目的学习模式，可以有效提高学生的信息素养和协作能力；如何在基于项目的学习中实施评价；基于项目的学习中对教师的能力要求、本研究的问题与不足等。
关键词：基于项目的学习（PBL），信息素养，协作能力，评价
ABSTRACT ：Information literacy is becoming an indispensable portion of the citizen''s literacy in information society with the development of social information day by day. IT education has already transcended simplex training period of computer technology and developed into information literacy education fitting in with the demands for talent in information society. By lack of profound comprehension of IT course''s fundamental philosophy, there are the concepts of computer education of IT; there is no substantive transition on the goal, content and method. To change this kind of actuality, the new-style teaching mode of IT course must be explored. The model of Project-based Learning (PBL) is regarded as an effective one. So, this thesis has selected and researched the mode of PBL, and has explored from two aspects of theory and practice.
The introduction of the thesis analyzes the current status of Chinese IT Education in Elementary and Middle School, the main problem existing in the teaching of IT course, the characteristics of IT course in Elementary and Middle School and the necessity to constructing new-style teaching mode of IT course. To promote student''s information literacy, what we should try to explore is how to improve the teaching quality of IT course. At present one of the main goals in the reform of IT teaching is to change the traditional teaching mode of regarding teacher as the center and construct the new-type teaching mode that can give play to the teacher''s leading role and can fully reflect student''s cognitive subject function as well. When bringing the mode of PBL into effect in IT teaching, the effect is promote student’s information literacy and train students'' cooperative ability.
Second part introduces PBL''s connotation, theoretical foundation, constitutional key element and operation flow. PBL is a new style Inquiry Learning model that regards studying and researching the concept and principle of discipline as the center, regards making the works and showing the works to others as the object, carries out the exploring activity through many kinds of resources in the true world, and solve a series of interrelated problems in a certain period. The theoretical foundations of PBL have mainly constructivism learning theory, Deavy’s pragmatism education theory and J.S.Bruner’s discovering theory. PBL is formed mainly by content, activity, condition, and result four major key elements. Six basic steps of PBL include: select a project, make a plan, explore necessary information, make works, exhibit the works, and evaluate the activity.
Third part designed firstly an IT teaching case of regarding community as topic with PBL. Based on the analysis of information literacy and cooperative ability, writer had designed practice plan, carried on the analysis to the experimental result, through the practice examination theory, drew the conclusion.
Then the part designed in the end the advantages when adopting PBL in IT teaching: promote information literacy and improve the cooperative ability. The part discusses the way that appraises study of students and teacher’s function, the questing of this research.
Teaching mode could effectively solve the practical problems in teaching only if chosen and used aptly according to the actual conditions. Teaching mode is not unalterable either. Teachers can optimize the teaching effect further when they revise and perfect available teaching modes in the course of studying and imitating and using them according to their new experience and grasped new theory.
Now the model of PBL has greater reference meaning for Elementary and Middle School of our country to launch Inquiry Learning and commence IT based integrated curriculum. It is worth our carrying on deep research.
Key words: Project-based Learning, Information Literacy, Cooperative Ability, Appraise
一、前 言
当前以多媒体计算机和网络通信为主要标志的信息技术日新月异，已渗透到社会的各个领域，对当代社会产生着重大影响，最终将影响和改变人们的工作方式、生活方式、学习方式以及思维方式，从而促进人类社会的进步和发展。信息的获取、分析、处理、发布和应用的能力将作为现代人最基本的能力和文化水平的标志。进入21世纪，世界各国都加快了中小学信息技术教育的进程，这是新世纪全球教育改革的重要组成部分之一。为了培养下一代适应信息社会对公民基本生存能力的要求，我国教育部制定了《关于加快中小学信息技术课程建设的指导意见》，决定从2001年起，用5～10年时间在全国中小学普及信息技术教育。
