📚 Oxford International Primary Computing Student Book 2: Core Skills and Learning Guide | 《牛津国际小学计算机学生用书2》核心技能与学习指南
This guide supports learners, teachers and parents using Oxford International Primary Computing Student Book 2. It explains the main computing concepts, practical skills and safety habits introduced at this level. The book is designed for children aged 6 to 8 and builds a strong foundation for later study in computer science, digital literacy and information technology.
本指南为使用《牛津国际小学计算机学生用书2》的学生、教师和家长提供支持。它解释了这一阶段引入的主要计算机概念、实用技能和安全习惯。该书专为 6 至 8 岁儿童设计，为日后学习计算机科学、数字素养和信息技术打下坚实基础。
Although this is a primary computing course, its emphasis on logical thinking, creative problem solving and responsible use of technology aligns closely with IB approaches to learning. Students who master these early skills are better prepared for transdisciplinary projects in the IB Primary Years Programme and beyond.
虽然这是一门小学计算机课程，但它强调逻辑思维、创造性问题解决和负责任地使用技术，与 IB 学习方法高度一致。掌握这些早期技能的学生，能更好地为 IB 小学项目及以后的跨学科项目做好准备。
1. Course Overview and Aims | 课程概览与目标
Oxford International Primary Computing Student Book 2 introduces young learners to key computing skills through six or more practical units. The course focuses on using technology safely, creating digital content, handling simple data, and giving clear instructions to computers.
《牛津国际小学计算机学生用书2》通过六个或更多实践单元向低龄学习者介绍关键计算机技能。课程重点包括安全使用技术、创建数字内容、处理简单数据以及向计算机发出清晰指令。
The main aims are to build confidence with a keyboard and mouse, develop early programming logic, and encourage students to talk about how computers are used in daily life. Each unit includes short activities that can be completed in class or at home.
主要目标是建立使用键盘和鼠标的信心，培养早期编程逻辑，并鼓励学生谈论计算机在日常生活中的应用。每个单元都包含可在课堂或家中完成的短活动。
Teachers often use this book alongside a school learning platform or a range of devices. It is not tied to one brand of software, so students learn transferable skills rather than memorising buttons.
教师通常将本书与学校学习平台或多种设备配合使用。它不依赖某一品牌的软件，因此学生学到的是可迁移的技能，而不是死记按钮位置。
2. Digital Devices and Hardware | 数字设备与硬件
Students begin by identifying common digital devices such as desktop computers, laptops, tablets and smartphones. They learn that all these devices can store information, show pictures and connect to the internet.
学生首先认识常见的数字设备，如台式电脑、笔记本电脑、平板电脑和智能手机。他们了解到所有这些设备都可以存储信息、显示图片并连接互联网。
Basic hardware parts are introduced: screen, keyboard, mouse, trackpad, power button and speakers. Learners practise naming these parts and explaining their functions in simple sentences.
基本的硬件部件被介绍：屏幕、键盘、鼠标、触控板、电源按钮和扬声器。学习者练习命名这些部件，并用简单的句子解释它们的功能。
The book encourages children to compare devices and notice similarities. For example, a tablet and a laptop both have a screen, but a tablet uses touch while a laptop often uses a trackpad.
本书鼓励儿童比较设备并注意相似之处。例如，平板电脑和笔记本电脑都有屏幕，但平板电脑使用触摸，而笔记本电脑通常使用触控板。
3. Safe Computer Use and Login Skills | 安全使用计算机与登录技能
A key early skill is logging in with a username and password. Students learn to keep passwords private and to ask an adult if they forget a login detail. This builds good security habits from the start.
一项关键的早期技能是使用用户名和密码登录。学生学会对密码保密，并在忘记登录信息时向成年人求助。这从一开始就建立了良好的安全习惯。
Learners also practise sitting comfortably, adjusting the screen if needed, and taking short breaks. These healthy habits prevent tiredness and make computer time more enjoyable.
学习者还练习舒适地坐姿，必要时调整屏幕，并短暂休息。这些健康习惯可以防止疲劳，让使用电脑的时间更愉快。
Teachers may model how to shut down a device properly instead of just closing the lid. Knowing how to save work and close programs carefully is part of responsible computer use.
教师可以示范如何正确关闭设备，而不是仅仅合上盖子。知道如何保存工作并小心关闭程序，是负责任地使用计算机的一部分。
4. Word Processing Basics | 文字处理基础
In the word processing unit, students type short sentences, add their name to a document, and use the space bar and enter key correctly. They learn that text appears where the cursor is placed.
在文字处理单元中，学生输入短句，在文档中添加自己的名字，并正确使用空格键和回车键。他们学会了文本会出现在光标所在的位置。
Simple editing skills are introduced: deleting a letter with backspace, inserting a missing word, and changing font size or colour. These tasks help children understand that digital text can be changed easily.
引入了简单的编辑技能：用退格键删除字母、插入漏掉的单词、更改字体大小或颜色。这些任务帮助儿童理解数字文本可以轻松修改。
Students often create a short 'All about me' page or a simple label for a drawing. This makes the activity personal and gives the writing a real audience.
学生通常会创建一个简短的 '关于我' 页面或为图画制作一个简单标签。这使活动具有个性化，并让写作有了真实的读者。
5. Image Creation and Editing | 图像创建与编辑
This unit introduces simple graphics tools. Children use a paint program to draw shapes, fill areas with colour, and add lines. They learn to select colours from a palette and undo mistakes.
本单元介绍简单的图形工具。孩子们使用绘图程序绘制形状、填充颜色并添加线条。他们学会从调色板中选择颜色并撤销错误。
Editing an image includes moving, resizing and rotating objects. Students discover that digital pictures can be changed without starting again, which encourages experimentation.
编辑图像包括移动、调整大小和旋转对象。学生发现数字图片无需重新开始即可更改，这鼓励了尝试和探索。
Completed pictures may be inserted into a word document or saved to a personal folder. This shows how different types of digital content can be combined.
完成的图片可以插入到文字文档中或保存到个人文件夹。这展示了如何组合不同类型的数字内容。
6. Data Handling and Simple Charts | 数据处理与简单图表
Students collect simple data about familiar topics, such as favourite fruits or how they travel to school. They learn to record results using tally marks before entering the numbers into a table.
学生收集关于熟悉主题的简单数据，例如最喜欢的水果或上学方式。他们学会先用计数符号记录结果，然后将数字输入表格。
The course introduces basic pictograms and block charts. A pictogram uses one picture to stand for one child or one item, making data easy to compare at a glance.
课程介绍了简单的象形图和方块图。象形图用一个图形代表一个儿童或一个项目，使数据一目了然，便于比较。
Learners use simple software tools to create a chart on screen. They practise reading the chart and answering questions such as 'which is the most popular?' and 'how many more?'
学习者使用简单的软件工具在屏幕上创建图表。他们练习阅读图表并回答诸如 '哪一个最受欢迎？' 和 '多多少？' 等问题。
7. Internet Safety and Digital Citizenship | 互联网安全与数字公民
Internet safety is a core strand throughout the book. Students learn never to share personal information such as their full name, address, school name or photos without permission from a trusted adult.
互联网安全是贯穿全书的核心主线。学生学会了未经可信赖的成年人许可，绝不分享个人信息，如全名、地址、学校名称或照片。
They discuss what to do if something on screen makes them feel uncomfortable. The simple rule is to stop, close the device, and tell an adult immediately.
他们讨论如果屏幕上的内容让他们感到不舒服该怎么办。简单的规则是停止操作、关闭设备并立即告诉成年人。
Digital citizenship at this level also means being kind online. Learners talk about how messages and comments can affect feelings, and they practise giving positive feedback to classmates.
这一阶段的数字公民还意味着在网上友善待人。学习者讨论信息和评论会如何影响感受，并练习向同学提供积极的反馈。
8. Algorithms and Logical Thinking | 算法与逻辑思维
An algorithm is introduced as a set of step-by-step instructions for completing a task. Children create algorithms for everyday routines, such as brushing teeth or making a sandwich.
算法被介绍为一组完成任务的逐步指令。孩子们为日常活动创建算法，例如刷牙或做三明治。
The book uses simple arrow cards and symbols to plan a route. Students write sequences such as forward, forward, turn right, forward, and then act them out on a floor grid.
本书使用简单的箭头卡片和符号来规划路线。学生写下诸如前进、前进、右转、前进这样的序列，然后在地面网格上执行。
Debugging is introduced as finding and fixing a mistake in instructions. If the route does not reach the goal, learners check each step and decide which one needs to change.
调试被介绍为发现并修正指令中的错误。如果路线没有到达目标，学习者会检查每一步并决定需要更改哪一步。
9. Introduction to Block Programming | 积木式编程入门
Students apply their algorithm skills using block-based programming tools such as ScratchJr or a simple on-screen Bee-Bot. Blocks are dragged and connected to create a sequence of actions.
学生使用积木式编程工具（如 ScratchJr 或简单的屏幕版 Bee-Bot）应用他们的算法技能。拖拽积木并连接起来，创建一系列动作。
Key blocks include move, turn, start and repeat. Learners discover that a repeat block can make a character dance or move in a pattern without copying the same blocks many times.
关键积木包括移动、转弯、开始和重复。学习者发现重复积木可以让角色跳舞或按图案移动，而无需多次复制相同的积木。
Programming tasks at this stage are short and visual. The goal is not to write code but to understand that computers follow exact instructions in order.
此阶段的编程任务简短且直观。目标不是编写代码，而是理解计算机按顺序执行精确的指令。
10. Multimedia and Presentation Skills | 多媒体与演示技能
Students learn to combine text, images and sounds into a simple digital product. They might create a slide about their favourite animal with a picture, a caption and a recorded voice note.
学生学习将文本、图像和声音组合成一个简单的数字作品。他们可以制作一张关于自己最喜欢动物的幻灯片，包含图片、说明文字和录制的语音备注。
Basic presentation skills include choosing a clear title, using readable text, and speaking to an audience. Learners practise showing their work on a screen and explaining how they made it.
基本的演示技能包括选择清晰的标题、使用可读的文本以及面向观众表达。学习者练习在屏幕上展示自己的作品并解释制作过程。
This helps build confidence and shows that technology can be used for communication, not just for games or typing. It also reinforces the idea that digital work should have a purpose.
这有助于建立信心，并表明技术可用于交流，而不仅仅是游戏或打字。它还强化了数字作品应有明确目的这一理念。
11. Assessment, Feedback and Progression | 评估、反馈与技能进阶
Oxford International Primary Computing Student Book 2 often includes short 'I can' statements or reflection prompts. These help learners check their own progress and see what they need to practise next.
《牛津国际小学计算机学生用书2》通常包含简短的 '我能' 陈述或反思提示。这些帮助学习者检查自己的进步，并了解接下来需要练习什么。
Teachers may use simple observation, digital portfolios or mini projects to assess skills. For example, a student might demonstrate logging in independently, creating a pictogram, or debugging a route.
教师可以使用简单观察、数字作品集或迷你项目来评估技能。例如，学生可以展示独立登录、创建象形图或调试路线。
Progress from Book 2 leads naturally to Book 3, where learners extend typing, data handling and programming. A strong foundation at this level makes later computing work less intimidating.
从第 2 册学到的进步自然衔接到第 3 册，在第 3 册中学习者将扩展打字、数据处理和编程技能。这一阶段的扎实基础会让日后的计算机学习不再令人畏惧。
12. Supporting Learning at Home | 家庭学习支持
Parents can help by giving children supervised time to type, draw and explore simple apps. Asking questions such as 'what will happen if you press this?' or 'how could you fix that?' encourages computational thinking.
家长可以通过提供受监督的时间让孩子打字、绘画和探索简单的应用程序来提供帮助。提出诸如 '如果你按下这个会发生什么？' 或 '你该如何解决？' 这样的问题可以鼓励计算思维。
Offline activities are just as valuable. Cooking from a recipe, following a map, or ordering toys by size all build the same sequencing and categorising skills used in computing.
离线活动同样有价值。按照食谱烹饪、跟随地图或按大小排列玩具，都能培养与计算机相同的排序和分类技能。
Finally, keep online safety conversations ongoing. A simple family rule such as 'always ask before using a new app' helps children build habits that will protect them as they become more independent online.
最后，持续进行网络安全对话。一条简单的家庭规则，如 '使用新应用前先询问'，有助于孩子在逐渐独立上网时养成保护自己的习惯。
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