Directionality of Systematic Information Education added the Creativeness that introduced "A Bloom theory" and structuralization of knowledge

本研究以日本（关东地区）、中国（大连）和韩国（清州市）的技术高中学生为对象，对信息教育的知识、理解和情感方面进行了比较研究。调查结果表明，在实现信息教育目标的重要因素“对信息的科学理解”方面，日本技术高中生的可理解性高于普通高中生（信息素养），无论是普通高中生还是技术高中生，韩国学生的可懂度都高于日本学生。本研究的评价项目的检验是基于以下理论，即B. S.布卢姆等人的教育评价理论（教育目标分类法），仔细研究了“认知，心理和情感”领域，佩莱格里诺的评价理论的三个目标，“评价学习者，改进教学过程，评价学习计划”，以及“认知，观察和解释”的三个理论纲要，因此调查是在注意其客观性的情况下进行的。

The comparative study of knowledge, understanding about the information education, and an affective side was carried out with the students of technical high schools in Japan (Kanto area), Chinese(Dalian)and South Korea (Cheongju city).The investigation also included general schools. As a result of the investigation, though the intelligibility of the technical high school students of Japan was higher than that of the general high school students of Japan in terms of "the scientific understanding of the information" which is the important element to attain the goal of the information education (information literacy), Korean students showed higher intelligibility than Japanese students no matter whether they were from general high schools or technical high schools.It was suggested that the curriculum revision about the information education of Japan was necessary.The examination of the evaluation items of this research was based upon the following theories, that is, B.S. Bloom, et al's education evaluation theory (taxonomy of educational objectives) that examined 'cognitive, psychomotor, and affective' fields closely, and Pellegrino's evaluation theory's three goals, 'evaluation of learners, improvement of teaching processes, and evaluation of learning programs,' and three theoretical outlines of 'cognition, observation, and interpretation,' and thus the investigation was carried out paying attention to its objectivity.