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

对日本(关东地区)、中国(大连)和韩国(清州市)三所普通高中的学生进行了信息教育知识、理解和情感方面的比较研究，并对普通学校进行了调查。调查结果表明，尽管日本职业高中学生在实现信息教育目标(信息素养)的重要因素--对信息的科学理解方面的可理解性高于日本普通高中学生，但韩国学生无论是普通高中学生还是技工高中学生的理解力都高于日本学生。因此，日本信息教育课程的修订是必要的。本研究的评价项目的检验基于以下理论，即B.S.Bloom，Pellegrino等人的教育评价理论(教育目标分类法)对“认知、心理运动和情感”领域进行了细致的考察，Pellegrino的评价理论提出了“评价学习者、改进教学过程和评价学习方案”的三个目标，以及“认知、观察和解释”的三个理论提纲，从而在注重客观性的情况下进行了调查。

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.