Abstract:
Information technology provides a virtual and practical learning environment for education, whose virtual "intelligent agent" extends, strengthens and complements the intelligence of human brain, and changes interaction between former learning subjects and between learning subjects and learning environment, and also has changed learner learning ecology. Research adopts mainly method of "Empirical Content Analysis" to explore the essential facts, trends and forecast on the development tendency on policy text of "ICT-CFT" of UNESCO and "Ability standard", Meanwhile, to find out difference between "ICT-CFT" of UNESCO and "Ability standard", with quantitative and qualitative content analysis. Competency Framework of the "ICT-CFT" and " Capability Standard" are designed to promote the learning experience of teachers and students in curriculum, to support study of a course or subject-specific course of instruction and to promote Information Technology Literacy. To take the information unit project, theme, sentence, the paragraph and space-time concept in the policy text as the technical unit, This research adopts the Experimental Content Analysis method which contains six parts, to establish the goals, to determine the research overall, to select the analysis unit, to formulate coding catalogue, sampling and quantifying analysis materials, decision record and analysis corollary. Therefore, A policy analysis framework, which contains 4 primary classification indicators and 12 secondary classification indicators, based on the policy text subject, the policy text target, the policy text scheme, and the effect of the policy, has been designed to analyze and deduce relationship between the conceptual elements and the organizational structure in the text, lastly to present the basic facts, value orientation, and the development trend differently. To provides reference for the policy formulation and future development direction of teachers' information technology literacy in our country.