Thiết kế tình huống dạy học môn Tin học nhằm phát triển năng lực số cho học sinh trung học phổ thông

Tóm tắt

Developing high school students’ digital competence requires translating the requirements of the subject curriculum and the digital competence framework into appropriate learning tasks. This study adopts a qualitative approach, combining document analysis and synthesis with the design of teaching situations. The 2018 General Education Curriculum for Informatics is compared with the 2025 Digital Competence Framework for Learners to identify opportunities for developing digital competence. The comparative  analysis indicates that many expected learning outcomes in Informatics offer opportunities to develop digital competence through information search and evaluation, collaboration, programming, and digital content creation. The four-step design process is applied to two illustrative teaching situations, clarifying the relationships among expected learning outcomes, target competencies, student actions, and assessment criteria and evidence. These situations are designed to enable students to select solutions, verify results, and revise their products based on peer feedback. The findings offer suggestions for teachers on designing teaching situations and assessing digital competence in relation to how individual students perform learning tasks. Future research should further examine the feasibility and effectiveness of these situations through experimental studies in classroom settings.