A Study of the Perspectives on Economic Curriculum of Civics and Society from Senior High School Teachers and Students --Take Unit Four ‘Economy and Sustainable Development’ as an Example

• Main Author: 劉怡婷
• Other Authors: 黃美筠
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/50661035066969725505

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 100 === The aim of this study was to explore the perspectives on Economic Curriculum of Civics and Society from senior high school teachers and students. This study inquired whether the teaching hours, methods, and assessment is to influence the view of teachers and students of economic courses relevant factors, and if there is any significant differences on the economic curriculum point of view respectively. Moreover, the analysis of teachers’ demographic variables (i.e. years of experience in teaching, the number of times in 95 guidelines economics curriculum teaching, academic background and refresher training course) as well as students’ demographic variables (i.e. gender, majors group, family) would be possible to influence the perception of the curriculum. In order to achieve the purpose of this study, the researcher undertook two questionnaire surveys, which are “The questionnaire of the perspectives on Economic Curriculum of Civics and Society from senior high school teachers” and ”The questionnaire of the perspectives on Economic Curriculum of Civics and Society from senior high school students”.Moreover, this study also conducted interviews of selected teachers to reinforce a comprehensive survey. Results are generalized as follows: 1. There was no statistically significant difference on perspectives of every spheres of economic curriculum among teachers with different teaching hours, method diversity and assessment variety. 2. There was statistically significant difference existed on perspectives of every spheres of economic curriculum among students with different teaching hours, method diversity and assessment variety 3. There was statistically significant difference on perspectives of some spheres of economic curriculum among teachers with different demographic variables was shown. 4. There was statistically significant difference on perspectives of some spheres of economic curriculum among students with different demographic variables was shown. 5. Each variable can support the explanation of the perspectives of some spheres of economic curriculum by teachers, and there is patency in statistics. 6. Each variable can support the explanation of the perspectives on economic curriculum by students, and there is patency in statistics. In conclusion, according to the findings in the present study, the study hopefully would provide suggestions as for the education authorities, Civic and Society teachers, the revision of economic curriculum and future research.