义务教育阶段信息科技课程的教学根本任务为培养学生的数字素养与技能，发展适应社会需求的必备品格和关键能力。但培养学生核心素养对广大一线教师而言，一方面是欠缺全面系统的理论指导，另一方面是落实学生核心素养培养的实践经验仍不足，因此信息科技课堂上仍存在核心素养培养受阻的问题。而面向核心素养的教学评价机制的构建，不仅能为教师在课堂中落实核心素养培养提供理论指导，还能对学科核心素养培养的关键环节实施监控，确实推动学生核心能力的发展。因此，本研究致力于构建面向核心素养的初中信息科技课堂观察评价指标体系，希望能助力提升教师课堂教学质量和促进初中信息科技课堂中学生核心素养发展。

本研究围绕从理论框架构建、评价指标拟定、评价指标修正三个阶段构建面向核心素养的初中信息科技课堂观察评价指标体系。在理论框架建构和评价指标拟定阶段，通过对国内外相关文献和多位一线教师访谈资料进行编码分析，初步形成了包含3个一级指标、13个二级指标和43个三级维度的评价指标理论框架，之后对每个评价指标作出内涵阐释，使其成为研制面向核心素养的初中信息科技课堂评价指标的初步参考视角。在评价指标修正阶段，邀请领域内24位权威专家和一线教师对初步形成的评价指标体系进行了两轮的专家意见征询，并根据专家反馈进行评价指标体系的修正，然后再邀请专家对各个层级指标评估标准的相对重要性作出判断，并使用层次分析法计算权重。为了进一步验证构建的观察评价指标体系的科学性和合理性，对其进行了信效度分析。在验证该评价指标体系具有较好信效度之后，利用该评价指标体系进行了课堂观察，并根据评价结果针对性提出教学建议。

本研究主要形成以下结论：面向核心素养的初中信息科技课堂观察评价指标体系包括3个一级指标、12个二级指标和35个三级指标。该观察测评体系表明，在对初中信息科技课堂进行核心素养培养情况观察时，在教学设计维度上，重点关注教师是否进行恰当的任务设计，例如任务量是否设置合理、是否促进学生思维训练、是否激发学生学习动机和是否具备适度挑战性；在教学实施维度上，重点关注教师是否合理安排教学内容，包括是否重视基本概念学习、是否进行核心素养教学、教学内容是否指向核心素养和是否关注相关技术学习；在教学支持维度上，重点关注教师是否符合相关要求，包括教师是否深刻理解核心素养内涵和教师是否熟练使用技术。

本研究顺应国家对提升信息科技课堂教学质量、培养中学生信息科技核心素养的现实需要，形成了具有一定科学性、合理性的初中信息科技课堂观察评价指标体系，丰富了我国关于初中信息科技课堂教学领域的研究成果，有益于我国课堂观察评价指标体系的建设和完善。

The fundamental task of teaching information technology courses in compulsory education is to cultivate students' digital literacy and skills, and develop the necessary character and key ability to meet the needs of society. However, for the majority of front-line teachers, on the one hand, there is a lack of comprehensive and systematic theoretical guidance, and on the other hand, there is still insufficient practical experience in implementing the cultivation of students' core literacy. Therefore, there is still a problem of obstructing the cultivation of core literacy in the information technology classroom. The construction of teaching evaluation mechanism oriented to core literacy can not only provide theoretical guidance for teachers to implement core literacy training in the classroom, but also monitor the key links of subject core literacy training, and truly help the development of students' core literacy. Hence, this research is dedicated to establishing an observation and assessment index system for junior high school information technology classrooms focusing on essential skills, with the goal of enhancing the quality of teachers' instruction and advancing students' core literacy in this subject area.

Theoretical framework formation, evaluation index formulation and revision are the three stages of this research's focus on constructing a junior middle school information technology classroom observation and evaluation index system from a core literacy perspective.Forming a theoretical evaluation index, comprising of 3 first-level indicators, 13 second-level indicators and 43 third-level dimensions, was initially achieved through grounded theoretical coding analysis of pertinent literature both domestically and abroad, as well as interviews with numerous frontlineeducators.Then the connotation of each evaluation index was explained.The evaluation index of junior middle school information technology classrooms should be developed with the vision of core literacy as its primary reference point.. In the evaluation index revision stage, 24 authoritative experts and front-line teachers in the field were invited to conduct two rounds of expert opinion consultation on the initially formed evaluation index system, and revise the evaluation index system according to the feedback of experts. .Inviting experts to evaluate the significance of indicators at each tier, analytic hierarchy was utilized to calculate their weights. Ultimately, a junior high school information technology classroom observation and evaluation index system is constructed from core literacy's viewpoint.In order to further verify the scientificity and rationality of the constructed evaluation index system, the reliability and validity analysis is carried out. After verifying that the evaluation index system has good reliability and validity, the evaluation index system is used for classroom observation, and the teaching suggestions are put forward according to the evaluation results.

The primary findings of this research are as follows: The evaluation system for observing and assessing junior high school information technology classrooms from the standpoint of core literacy consists of 3 primary indicators, 12 secondary indicators, and 35 tertiary indicators.The evaluation index system reveals that when studying the growth of core literacy in a junior middle school information technology classroom, teaching design is paramount. The teacher's task selection must be judged on its suitability - whether it is reasonable, encourages thinking among students, invigorates learning motivation and poses moderate difficulty, in the dimension of teaching design, the focus is on whether the teacher has appropriate task design, such as whether the task quantity is reasonable, whether it promotes the thinking training of students, whether it stimulates the learning motivation of students and whether it is moderately challenging. In the dimension of teaching implementation, the focus is on whether teachers arrange the teaching content reasonably, including whether they attach importance to the learning of basic concepts, whether they teach core literacy, whether the teaching content is directed to core literacy and whether they pay attention to the learning of related technologies. In the dimension of teaching support, the focus is on whether the teachers meet the relevant requirements, including whether the teachers have a deep understanding of the core quality connotation and whether the teachers are skilled in using technology.

This study conforms to the actual needs of the country to improve the quality of information technology classroom teaching and cultivate middle school students' information technology core literacy, and forms a scientific and reasonable junior middle school information technology classroom observation and evaluation index system, which enricfies the research results in the realm of junior middle school IT education and is beneficial to the construction and improvement of China's classroom observation and evaluation index system.