The Content Analysis of Economic concepts in Junior High School Grades 1-9 Curriculum Social Studies Learning Areas Textbooks

• Main Authors: Su-yi Chen, 陳舒怡
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/02443271348448038122

碩士 === 國立中山大學 === 教育研究所 === 93 === The main goal of this study was to analyze the economic concepts materials of Social Studies Learning Areas textbooks of the junior high school in Taiwan for researching the distributive conditions and the content of economic concepts materials in the Social Studies Learning Areas textbooks. The purposes of this study were：(1)to explore the meanings of economic education and the relationship between economic education and Social Studies Learning Areas；(2)to analyze the differences of economic concepts on all the four editions；(3)to analyze the differences of economic competence indicators on all the four editions；(4)to induct and research discovery, as references in achievement junior high school textbooks related economic concepts copy editor. This study applied content analysis approach, and the study targets were the Grade 7-9 Social Studies Learning Areas of Grade 1-9 Curriculum textbooks (Nani textbooks、Renlin textbooks、Hannlin textbooks、Knsh textbooks )published in 2004. It totaled up to 4 volumes. First of all, the researcher inquired into the references to set up the economic concepts categories and the Economic Competence Indicators translate economic concepts categories, and then, analyzed the economic concepts materials from the words and the illustrations and supplementary materials in the Social Studies Learning Areas textbooks. The conclusions of this study were as follows: 1.Economic education must contain cognitive、attitude and skill goals, and has its importance in Social Studies Learning Areas . 2.Speaking of the economic concept analysis, in various editions textbooks all emphasize microeconomic concepts primarily, the proportion which occupies surpasses one half, next is the macroeconomic concepts. 3.Speaking of the economic Competence Indicators analysis, the majority of textbooks all have conform to the economic concepts which the economic Competence Indicators explain, only has partially has not little tallied, demonstrated various editions textbooks’ explanations were not the same , or show up in other subjects and the examination system was not rigorous. 4.Speaking of the supplementary materials analysis, teaching material and so on graph, explanation nouns, mostly can display the supplement assistance text contents ,extend activities as well as the student exercise that all can give dual attention to the diversification, only must consider the arrangement of the time. In accordance with the main discovery and conclusion of this research, suggestions concerning aspects of education organizations, conscientious system of textbooks examination needs to be established were put forward. Follow-up studies were also proposed.