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首页> 外文期刊>Journal of Information Technology Education: Research >An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study
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An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study

机译：澳大利亚和越南中学毕业最后几年ICT课程的内容，政策和评估分析：一项比较教育研究

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This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
机译：本文探讨并分析了越南和澳大利亚中等教育阶段最后几年教育系统在信息通信技术课程，政策和评估方面的异同。人们发现，尽管澳大利亚有一套共同的核心趋势，但澳大利亚的信息通信技术课程，政策和评估与越南的信息通信技术明显不同。这些差异可以通过经济和文化因素，全国范围的教育趋势，ICT策略及其在学校中的实施程度来解释。我们发现，两国的ICT课程都使用了有限的建构主义实施方式，因为澳大利亚教育对国家评估寄予厚望，强调标准化考试，而越南教育仍被传统教学法的规定性课程所吸引，强调信息的传递模型。我们发现，这两个国家在信息通信技术培训中教师专业发展的机会不足。尽管澳大利亚的教育体系仍在努力挣扎，特别是在提供学习理论和程序设计方面的机会的同时，越南教育体系的ICT内容和政策却发现了许多具有挑战性的方面，要求立即进行变革和改进。从这个意义上讲，建议越南管理人员广泛遵循他们的教育策略和政策，以确保他们的改革在学校中得到充分实施。为了弥合差距并实施适当的ICT课程，对澳大利亚和越南教师而言，严格的ICT教学专业培训至关重要。

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