Study on Curriculum Development of Information Education at Upper Secondary Education and Continuity to University Education

该项目小组由来自不同大学和学院的15名研究人员组成，将他们分为四个小组。1994年，A组对高中使用的教科书进行了一次调查，并重申高中阶段的“信息技术”课程缺乏连贯性和连续性。另外三个小组开发了三个课程：“信息技术作为一种文学”，"信息技术为文字导向的学生“和”信息技术为科学导向的学生“。这些课程的初稿已分发给地方教育委员会的有关专家和主要教师，以收集他们对课程内容和结构的意见。第二年，根据分析结论，对草案进行了修改和完善。“资讯科技即读写能力”广受教师欢迎，认为适合作为新课程。另一方面，“以科学为导向的信息技术学生”则因其内容水平过高而受到部分批评。尽管有这样的批评，三门课程还是被接受为高中的第一门综合信息教育课程。

The project team was composed of 15 researchers from different universities and college, deviding them into four groups. In 1994, Group A conducted a survey on textbooks used in upper secondary schools and revieled that there is no coherent and continuity of the curriculum 'Information Technology'at the upper secondary level. Three curricula were developed by other three groups ; 'IT as a Literacy', 'IT for Letterature oriented students' and 'IT for Science oriented students'. The first drafts of these curricula were distributed to concerning experts of the local boards of education and leading teachers to collect their opinions on the contents and structures of curricula. Referring to the analyzed conclusion, the drafts were revised and improved in the next year. 'IT as Literacy' was widely welcome and accepted among teachers to be suitable as a new curriculum. On the other hand, 'IT for Science oriented students' was partly criticized due to its high level of contents. In spite of such criticism, three curricula were accepted as the first comprehensive information education at the upper secondary school.