本文分别介绍了中国和英国的信息技术课程发展历程和现状，并分析和阐述了中英信息技术教育在理念、制度、管理、社会发展等方向的异同。同时，本文分析了宏观差异对中国信息技术教育的未来发展的指导方向，并由此提出了初中信息技术课程纲要及技能标准。本文借鉴和扩展了巴班斯基的“教学最优化”理论；提出了对信息技术课程的教学的最优化不仅体现在传统的最优化基础上，还体现在教育资源和教学目标的最优化。基于这个理念并参考了英国的ICT教学结构且结合中国国情和中国信息技术教育的发展趋势，本文提出了技能水平分级方法和基于分级的“分级衔接最优化教育原则”。本文将这两种思路融入初中信息技术课程的标准制定中，并最终提出了具有指导意义的初中信息技术课程标准思路。

Thesis introduces the developments history and current state of the IT curriculum in both China and UK. Moreover, conforming to the situation in the country of China, two novel concepts, the key skill standards and classified education methods, are proposed based on the comparisons of ideas, systems of organizations, governance, and social developments. The Babanski's Education Optimisation theory is extended to satisfy the novel situation brought by ICT education, which exhibits higher demands for education investments and quicker changes in the education contents. The two concepts proposed are finally integrated into the design and definition of the IT curriculum standards for Junior Middle Schools. Finally, a draft version of the national junior middle school IT curriculum that is proposed in the thesis. The curriculum can be served as a base for further researches and discussions.