-IT proficiency test (demonstration)
Zhu Guangming, Education and Teaching Laboratory of Guangdong Provincial Department of Education
Research Group on Information Technology Teaching Evaluation in Senior High Schools in Guangdong Province
Tel: 020-83339007
E-mail: xinxijishugud @126.com.
Basic situation of primary and secondary schools in Guangdong Province
Guangdong province has ***2 1 city with a registered population of more than 80 million.
Six cities in the Pearl River Delta are particularly developed (Guangzhou, Shenzhen, Zhuhai, Foshan, Dongguan and Zhongshan).
Northern Guangdong, eastern Guangdong and western Guangdong are relatively poor.
Guangdong primary and secondary school students170,000, of which:
The number of primary school students is about 10.5 million.
There are about 5 million junior high school students.
There are about10.5 million students in ordinary high schools.
More than 20,000 information technology teachers in primary and secondary schools.
Guangdong College Entrance Examination Scheme in 2007
3+X+ liberal arts comprehensive or science comprehensive?
Liberal arts synthesis: political history and geography account for 70%, and physical chemistry and biology account for 30%.
Science synthesis: physics, chemistry and biology account for 70%, and politics, history and geography account for 30%.
X is politics, history, geography, physics, chemistry and biology.
First, the research background
Guangdong, as the first batch of experimental provinces approved by the Ministry of Education, began to conduct high school new curriculum experiments from freshmen in autumn of 2004. Curriculum evaluation and college entrance examination enrollment reform have become the key to the new curriculum experiment in senior high school, and the reform of information technology curriculum evaluation is an indispensable part of it. To this end, our province has set up a research group on information technology teaching evaluation in ordinary senior high schools and conducted extensive research.
Second, the information technology examination policy basis
As early as 198 1, our province set up an elective course of computer in ordinary senior high schools, and affiliated high school of south china normal university was one of the first five pilot schools established by the Ministry of Education.
1994 The Guangdong Provincial Party Committee and the provincial people's government clearly stated in the Decision on Education Reform and Development in Guangdong Province that the popularization of computer education should have its own characteristics.
1995, our office held a conference on computer education in primary and secondary schools in Guangdong Province, and issued Opinions on Strengthening Computer Education in Primary and Secondary Schools in Guangdong Province (Guangdong Teaching and Research Institute [1996] No.2) and Computer Curriculum Outline for Primary and Secondary Schools in Guangdong Province (Guangdong Teaching and Research Institute [1995] No.6), which clearly put forward Emphasis is placed on taking computer as a compulsory course for primary and secondary schools, and the computer grade examination system for primary and secondary schools in Guangdong Province is established. From 65438 to 0997, the Teaching and Research Section of the Provincial Department of Education issued the "Guangdong Computer Grade Examination Scheme for Primary and Secondary Schools" (draft for comments), which aroused widespread concern and support throughout the country.
In 2000, the Ministry of Education held a national conference on information technology education in primary and secondary schools, and issued the Notice on Popularizing Information Technology Education in Primary and Secondary Schools (J.J. [2000] No.33) and the Guiding Outline of Information Technology Curriculum in Primary and Secondary Schools (J.J. [2000] No.35). The document requires that "secondary schools should incorporate information technology courses into the content of graduation examinations, and the examinations should be graded. They can do this if conditions permit. "
In 200 1 year, the State Council issued the Decision on the Reform and Development of Basic Education (Guo Fa [20065438+0] No.265438+0), proposing to popularize information technology education vigorously. 200 1, the provincial party Committee and government listed information technology education in the eight major education action plans. It is suggested to popularize information technology education vigorously. The Provincial Department of Education issued the Notice on Forwarding the Ministry of Education's Guiding Outline on Popularizing Information Technology Education in Primary and Secondary Schools and Information Technology Courses in Primary and Secondary Schools (Guangdong Education Foundation [2001] No.6), stipulating that all ordinary senior one students in our province will offer information technology education courses in the new autumn school year of 2006,5438+0, and all senior two students will start classes in 2003.
In 2003, the Ministry of Education promulgated the "Technical Curriculum Standard for Ordinary Senior High Schools" (experiment), which clearly stated that the evaluation of information technology teaching is paper-and-pencil test and computer test.
In 2005, the provincial government issued "Opinions on the Implementation of the Outline of Education Modernization in Guangdong Province (2004-20 10)" (Yuefu [2005] No.67), which clearly accelerated the popularization of information technology education. In 2007, information technology courses were basically offered in primary and secondary schools in the province. In 20 10, all primary and secondary schools in the province offered information technology courses.
In 2005, the Ministry of Education's Guiding Opinions on Further Strengthening the New Curriculum Experiment in Ordinary Senior High Schools (J.J. [2005] No.6) required that "all experimental provinces (regions) should strengthen their leadership, increase the overall coordination of the basic education examination reform in this province, and seriously study and formulate the enrollment examination scheme for ordinary colleges and universities in this province (region). The research and formulation of college entrance examination scheme should follow the principle of scientific and fair selection of talents and quality education in colleges and universities.
Third, necessity.
The research on the new curriculum reform shows that the bottleneck restricting the development of information technology education in Guangdong Province is the lack of information technology examination. Information technology course is one of students' favorite courses, but it has been ignored in school because it has not been included in the college entrance examination and there are no other evaluation measures. The information technology course has become a dispensable course. Information literacy is one of the talent training objectives of the new curriculum reform program in ordinary senior high schools. Like other courses, information technology courses have national curriculum standards. Guangdong information technology teachers have devoted great enthusiasm, actively carried out new curriculum reform experiments and conducted high-quality classroom communication every year, which has been widely praised by experts and students.
After the reform plan of college entrance examination in Guangdong Province (draft 1) was issued, more than 20% of senior three and senior two students immediately stopped offering compulsory elective modules of information technology required by the new curriculum standard, and even the teaching goal of at least 4 credits was not completed. As a result, the opening rate of primary and junior high schools has dropped rapidly. As a result, the enthusiasm of information technology teachers is greatly affected, the team is unstable, and the principal does not pay attention to it. The state invests in popularizing information technology education.
The teaching and research section of Guangdong Provincial Department of Education has set up a research group on information technology teaching evaluation in senior high schools, and studied the contents, forms and software systems of information technology examination, grade examination and senior high school entrance examination in Shandong, Tianjin, Hainan, Jiangsu, Zhejiang, Shanghai, Sichuan, Yunnan, Hunan and Hong Kong. The results show that with the progress of the examination, information technology teaching has been paid universal attention and the teaching quality has been significantly improved. The research group is the same.
The cultivation of information-based talents is an important factor in the development of national economy, and high technology, especially information industry, is our province's strength. Carrying out information technology examination in our province is conducive to improving teaching quality and efficiency and building a strong education province.
Fourth, feasibility.
At present, some information technology examination experiments have been carried out in Guangzhou City, Foshan City and Yangjiang City, Guangdong Province, which have attracted widespread attention. Since 1995, Guangdong Province has increased the allocation of computers in primary and secondary schools, and the province has invested no less than 20 million yuan in computers and network equipment every year. At present, the allocation of ordinary high schools, junior high schools and urban central primary schools has been completed. There are 798,000 computers and 2,098 campus networks in Guangdong Province. Of the 988 senior middle schools, 640 have been connected to the internet, accounting for 64. 1%, and 2 1 prefecture-level cities in the province have been connected to the provincial education bureau by optical fiber, and 108 of the 42 counties (districts) in the province have been connected by optical fiber, accounting for the total number of counties (districts). Including the college entrance examination and the senior high school entrance examination. The Teaching and Research Section of the Education Department of Guangdong Province has held many meetings of computer department experts, information technology researchers and front-line information technology teachers in colleges and universities, and everyone unanimously agreed to include information technology in the examination content.
At the end of 2005, the Guangdong Provincial Department of Education issued the Notice on Soliciting Opinions (Guangdong Teaching Research [2005] 1 1No.), and all prefecture-level cities immediately organized education administrative departments, teaching research departments and ordinary high schools to solicit opinions and feedback the results. Twenty prefecture-level cities in the province agreed, and only 1 city expressed difficulties and put forward suggestions for revision.
After receiving the draft, Shenzhen, Zhuhai and Foshan immediately distributed it to all districts and schools for comments. Shenzhen put the exam plan on the website of Shenzhen Education Bureau. They believe that "they all agree to try out the unified examination: it will help to improve the education and teaching research level of information technology teachers, improve their academic status, improve students' information literacy, and lay a solid foundation for entering the society in the future. "
Jiangmen City and Maoming City believe that "it is necessary to implement the information technology grade examination in ordinary high schools, and it is necessary to try it out quickly. It can comprehensively promote the development of information technology education in senior high schools in our province, further stabilize the teaching staff and improve the utilization rate of educational resources, thus contributing to the construction of a strong education province in Guangdong Province. "
Meizhou City and Heyuan City organized a discussion among relevant departments, schools and teachers, and held that: "I fully agree with the implementation of the information technology grade examination in the whole province, which mainly reflects the positive factors: the conditions are mature, easy to realize and fair; Correctly guide students' learning direction; Popularize information technology education so that students can achieve the goal of quality education; Stabilize the teaching staff and improve the status and enthusiasm of information technology teachers; Attract the attention of society, government and schools, invest in one-time equipment purchase and two-time maintenance, gradually improve and maintain information technology teaching equipment, and at the same time prevent schools from starting classes insufficiently and suspending classes. "
Fifth, the selectivity of information technology grade examination in senior high school.
There are three main ways to bring information technology into the senior high school entrance examination, each with its own advantages and disadvantages:
Scheme 1: As a content test of comprehensive college entrance examination.
Information technology is included in the comprehensive examination (written examination), whether it is a small comprehensive (basic science and liberal arts) or a large comprehensive in the college entrance examination scheme, and this subject accounts for 3%-5% of the total score of comprehensive subjects. Only compulsory modules will be taken in +0-3 years, and compulsory modules and elective modules will be taken in 3 years (each accounting for 50%), in which the proposition of elective module covers all modules, but candidates only need to choose relevant modules.
At present, although the content of the examination takes the form of written examination, first of all, only the compulsory module examination is conducted to examine the students' foundation, knowledge, humanities, science, synthesis and methods. Secondly, even the related contents such as operability, research, inquiry and openness can be assessed through open-ended examination questions (written examination), just like the current experimental examination for physics and chemistry students.
The advantages of this scheme are: strong operability, easy realization, little influence on the existing teaching system of the school, no increase in students' burden and no increase in extra expenses. At the same time, it also provides a long time for improving the examination content. Disadvantages may cause some schools to emphasize compulsory modules, it is difficult to ensure the setting of elective modules, dilute operation exercises, and the proportion of college entrance examination results is not high, which leads some students to give up their studies.
Option 2: As the content test of X subject in the college entrance examination.
Taking information technology as an X-subject examination is an ideal state of information technology examination. Students involved in communication, electronics, network, information science, automatic control, software engineering, computer science and other related majors can choose to take the information technology examination. The content of the exam is a compulsory module and two elective modules. In 2007, only the written test was taken, and the scores could be 30%, 50% and 70%. 100% is increasing year by year. 20 10 added written test and computer test to realize paperless examination. According to the existing technology, all written and computer tests (OFFICE content) can be automatically marked, graded and ranked. On the computer network.
This examination scheme is conducive to vigorously developing information technology education and improving education quality and teaching efficiency. It gives candidates more choices, involves fewer candidates and is more operable. The shortcomings are insufficient understanding and preparation, great cognitive differences among students, immature theory and practice of information technology examination, high requirements for teachers, network equipment and educational environment, and it is difficult to get support from all sides (especially in colleges and universities that advocate taking physics examinations).
Option 3: Level Examination
The advantage of this scheme is to promote the establishment of comprehensive information technology courses in schools, cultivate students' comprehensive quality, test the teaching quality and level of schools, and improve each student's information literacy. The disadvantage is that it involves charging, and the implementation and verification are more complicated.
Under the present circumstances, it is obviously beneficial for both schools and students to choose grade examination, which is easy to implement and has obvious benefits.
Sixth, about the guiding ideology.
Guided by Theory of Three Represents, the "Three Orientations" of education and Scientific Outlook on Development, and based on the national education laws, regulations and policies, adhering to the new high school curriculum is conducive to the implementation of the new high school curriculum, the improvement of students' comprehensive quality and personalized development, the implementation of the training objectives of the new high school information technology curriculum, the adaptation to the development of the information society, the comprehensive selection of college talents, and the embodiment of the characteristics of information technology teaching in our province.
Sixth, about the guiding ideology.
The guiding ideology of information technology grade examination in senior high school is based on the teaching of the party and the state.
Educational principles and policies are put forward in combination with the reality of economic, social and educational development in Guangdong Province. According to the reality of information technology education in primary and secondary schools in Guangdong Province, before the new curriculum reform, according to the requirements of the Ministry of Education, "information technology courses in ordinary high schools are generally 70- 140 hours, and computer hours should not be less than 70% of the total hours." Guangdong Province arranges teaching according to 2 hours per week, and the teaching content is arranged for all three grades of senior high school. After the new curriculum reform, the teaching content has been improved. In order to reflect the continuity and characteristics of information technology education in primary and secondary schools in Guangdong Province, the Guangdong Provincial Department of Education has formulated the Notice on Printing and Distributing (Guangdong Teaching and Research [2005] No.7), which stipulates that "every student is advised to take 1 elective module and 6 credits for both compulsory and elective courses, in addition to completing 4 compulsory credits." High school information technology grade examination adheres to the policy on the basis of the original information technology education.
Seven, about the object of the exam and the way to set the grade.
The starting grade of the information technology grade examination for ordinary high schools is the ordinary high school students who entered the school in 2004. Because the exam has no employment function, it is not open to social youth.
Grade setting refers to the mode of module setting in the national college computer grade examination according to the content of ordinary high school technical curriculum standards. This classification is conducive to the implementation and operation of pre-examination policies. When the conditions are ripe, each module will score in turn according to the depth and difficulty of the content, so as to realize the real "grade examination".
The information technology grade examination for senior high schools is based on the Curriculum Standard for Ordinary Senior High Schools (Experiment) issued by the Ministry of Education (hereinafter referred to as the Curriculum Standard), combined with the information technology equipment, teachers, class hours and so on in our province, and is divided into five grades according to the requirements of the curriculum standard. The scope of the first-year exam is the compulsory module "Information Technology Foundation" plus any optional modules; On the basis of the first level, the scope of the second level examination is added with another non-repetitive test and an elective module of the first level; By analogy, the examination scope of Level 3, Level 4 and Level 5 is based on the previous level, and an elective module that is not repeated with the previous level is added.
Eight, about the organization and implementation of the exam.
(1) Guangdong provincial examination center is responsible for providing a unified examination paper and examination system for the information technology level examination of ordinary high schools, and the examination institutions of prefecture-level city education bureaus are responsible for organizing the examination. The school is responsible for recording the examination results in the student files.
(2) According to the requirements of the curriculum standards, the information technology proficiency test for ordinary senior high schools is formulated by the province, which stipulates the three-dimensional specific objectives of knowledge and skills, processes and methods, emotional attitudes and values of each level test, and announces the structure and types of test papers.
Examination methods and examination paper structure
Information technology grade examination is a level examination based on the basic concept of information technology curriculum standards in senior high schools, with the principle of developing students' personality and cultivating their innovative spirit. The examination form adopted should be conducive to examining students' mastery of basic information technology knowledge and skills, and at the same time, it should be combined with students' job evaluation and practical operation skills.
Examination method
Examination is paperless and networked. The registration information of all candidates is saved and managed by the computer and transmitted through the network. The examination question bank is established and managed on the computer, and the province organizes the proposition; Distribute the examination papers to the examination machine through the computer network; Candidates' answering process is all carried out on the computer, that is, the contents of the test paper are displayed on the computer, and candidates use the keyboard and mouse to answer questions; The examination results are transmitted and published through the computer network.
The test time is tentatively set at 70 minutes, and the test score is 100.
(B) the paper structure and the proportion of different types of questions
The examination paper is divided into subjective questions and objective questions. These questions are:
First, multiple-choice questions (60 points)
* * * Set 40 multiple-choice questions, with each sub-question 1.5 points and * * 60 points. Each sub-question of this type of question includes a stem and four alternative answers A, B, C and D, only one of which is correct.
Second, true or false (10)
There are 10 true or false questions, with each sub-question 1 point and each sub-question * * *1point. According to the description of the sub-question, judge whether it is true or not.
Iii. Short answer questions (10)
There are 2 short answer questions, with 5 points for each question, *** 10. Ask students to give short answers to the given questions according to their own knowledge.
Four, operation problems (including the name of the work) (20 points)
The operation question 1 and the work question 1 are 10 and ***20 respectively. The operation questions require students to operate according to what they have learned.
The work test requires students to complete the work that meets certain requirements within the specified time. It requires students to use the knowledge and skills they have learned flexibly. It can be electronic works, websites, theme exhibitions, small blackboard newspapers, electronic publications, etc. The examination of works can better examine students' comprehensive ability to use information technology.
The total score is divided into objective questions (60%) and subjective questions (40%): each module will make some adjustments according to the specific situation.
(3) the date of the exam. The province provides a new question bank at any time, and the cities and counties (districts) that organize examinations organize examinations at least twice a year, and gradually transition to a school year, providing multiple examination opportunities to meet the examination needs of students. The examination is based on modules. Six modules of information technology courses in senior high schools are offered every time, but candidates must apply for the "Information Technology Foundation" module first, and the other modules are applied in no particular order. The computer exam adopts random questions.
(4) The information technology grade examination in ordinary senior high schools is divided into basic theory examination and operation examination, all of which are completed on the computer. The total score of the basic theory test is 60 points, and the operation test is 40 points. The module is qualified, otherwise it is unqualified. Students who fail can take the exam of this unit again.
(5) Pass a certain grade examination and issue the corresponding grade certificate to the candidates.
Nine, the application of test scores
(1) test scores can be used as the basis for the recognition of school credits.
(2) Exam scores are recorded in students' files by passing grade exams, exam modules and comments on students, which is one of the items in the Comprehensive Quality Evaluation Form for Ordinary Senior High School Students.
(3) The information technology level test scores of ordinary senior high school students are the main basis for evaluating the information technology teaching level of ordinary senior high schools.
High school information technology grade examination involves equipment, network, teachers, funds, question bank and other conditions. To fully reflect the fairness, justice and balance of education, efforts and close cooperation from all sides are needed. The examination level is gradually improved on the basis of the lower limit of the curriculum standard. Adjust the implementation rules after the annual review, and believe that the grade examination can achieve the expected purpose.
Annex I: Information Technology Grade Examination Scheme for Ordinary High Schools in Guangdong Province (Draft for Comment)
Annex II: Information Technology Grade Examination Scheme for Ordinary High Schools in Guangdong Province (Draft for Review)
Annex III: Outline of Information Technology Grade Examination for Ordinary Senior High Schools in Guangdong Province (omitted)
Annex IV: Detailed Rules for the Implementation of Information Technology Grade Examination in Guangdong Senior High Schools (omitted)
Annex V: Operation Process of Information Technology Grade Examination for Ordinary Senior High Schools in Guangdong Province (omitted)
Annex VI: Environmental Requirements for Information Technology Grade Examination of Senior High Schools in Guangdong Province (omitted)
Thank you!