教材是学科知识体系与教学活动的桥梁，对课程质量、教学效果有着十分重要的作用。信息技术课程是培养学生信息技术能力的主要阵地，教材能够在培养学生能力的过程中发挥指向性作用。应该如何培养学生的信息技术能力？如何有效评价信息技术教材？如何通过评价教材为高中生信息技术能力培养的研究提供理论依据，为新版高中信息技术标准完善提供参考。基于上述思考，笔者将建立信息技术能力结构，形成信息技术教材评价方法，分析当前信息技术教材特点和问题，从而挖掘信息技术课程现状，为信息技术课程改进提供建议。本研究从文献研究着手，提出了信息技术能力结构并通过问卷调研的方式验证。本研究将信息技术能力结构划分为动作领域、知识领域、应用领域和情感领域四个维度。在信息技术能力结构的基础上，设计信息教材评价工具,采用知识建模的方法分析评价六本国家级信息技术基础教材，六本教材分别由中国地图出版社、教育科学出版社、上海科技教育出版社、浙江教育出版社、广东教育出版社以及人民教育出版社出版。经分析各本教材存在如下特点：（1）各教材的中心目标一致,但目标的解读存在很大差异；（2）教材使用条件不同，但未明确指出；（3）大部分教材仅起到参考作用，尤其在促进学生练习和迁移方面需要教师进一步设计和开发；（4）大部分教材知识内容相对滞后，前瞻性不强。通过问卷调查和教学案例分析信息教材实际使用情况，发现人民教育出版社教材在实践中受到了师生的好评，能够有效引导教师设计教学活动，帮助部分学生完成自学，教学内容具有前瞻性。综合以上研究结果可以发现，当前信息技术课程存在一定问题，即（1）课程知识体系不成熟，知识点内容不明确；（2）课程标准更新速度慢，内容需要进行筛选；（3）课程内容与义务教育阶段的衔接性不强。本研究不但建立信息技术能力结构，并从信息技术能力的角度设计教材评价工具，而且利用评价工具和知识建模的方法分析当前高中信息设计基础教材，为高中信息技术技术教材编写和课程改进提供参考。

Textbook plays the role of a bridge to connect knowledge system of subject and teaching activity. Its quality has an important influence on curriculum quality, teaching effectiveness and students’ learning. IT courses is a main way to train students’ information technology capabilities. Textbook has a directional effect on cultivating students' technology abilities.How to improve students’ IT abilities? How to effectively evaluate IT textbooks? How to provide theoretical basis for cultivating students' IT abilities by evaluating IT textbooks?Based on the questions mentioned above, the author established IT capability structure and put forward IT Textbook evaluation method. The author also analyzed characteristics and problems of the current IT Textbooks and made recommendations for future curriculum improvement. The goal is to improve the teaching quality of information technology course through the evaluation of textbook.This paper first investigated the relevant literature, established and verified the information technology capability by questionnaire survey. In this paper, information technology capability structure is divided into areas of action, knowledge, application and affective. Based on the structure, the author designed evaluation tools and analyzed six textbooks using knowledge modeling approach. The six textbooks are respectively published by China map publishing house, Educational Science Publishing House, Zhejiang Education Publishing House, Shanghai Science and Technology Education Press, Guangdong Education Publishing House and the People's Education Press. These textbooks have the following characteristics: (a) The goals of the textbooks are similar, but there is a big difference in the interpretation of the goal; (b) The using conditions of each textbook are different, but they do not explicitly point out; (c) Most textbooks need further curriculum development; (d) The content of textbooks is lagging behind. Through questionnaires and case studies, we found that the textbook pressed by People's Education Press received favorable comments by the teachers and students. It can effectively guide teachers to design teaching activities and help some students to complete self-study. Its teaching content is forward-looking.The research shows that there are certain problems in the current IT course: (a) Curriculum knowledge system is immature; (2) The content needs to be screened and updated; (3) The content has weak relationship with that of the compulsory education stage.This paper not only establishes IT capability structure, designs textbook evaluation tools from the perspective of information technology capabilities, but also analyzes the current high school textbook using evaluation tools and knowledge modeling method. The results demonstrate the way to improve teaching effectiveness of information technology course significantly.