The analysis of the connotation of “production, distribution and consumption” topic axis of the Grades 1-9 Curriculum social studies textbook

• Main Authors: LEE,HSIAO-CHIU, 李曉秋
• Other Authors: 詹惠雪教授
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/74548047758035092986

碩士 === 國立新竹教育大學 === 教育學系碩士班 === 101 === This research is for the purpose of analyzing the economical education connotation in the social studies textbook of middle school and elementary school in our country. The targets of this study are three different social studies textbooks from 3 to 9 grade published by Nan Ye, Kang Xuan and Han Lin based on the " Elementary and middle schools Grades 1-9 Curriculum Guideline of 2003" announced by the Ministry of Education in 2003. In this study, content analysis, according to the United States and China's economic and education-related literature, the U.S. National Content Standards in Economics construct analytical categories, for quantitative and qualitative analysis to understand the economic concept of quantitative distribution of the three versions of textbooks and connotation,domestic capacity and corresponding indicators, and finally make relevant recommendations.This study conclusion is as follows: 1.Small and medium-sized stage abroad are basic economic concepts from the economic and educational content quantitative analysis to see the main addition to the volumes of economic education courses proportion, distribution of economic concepts, as well as different versions of textbooks the covered VNCSE main categories are different, and therefore difficult domestic economic educationbecome spiral courses. 2.From the connotation qualitative analysis can be found different versions of textbooks planning content-rich, but still inadequate, but on the whole are students as the main body, through their life experience integrated into some issues and reflecting social change. 3.Analysis of textbooks and VNCSE competence index relationship found the capability index VNCSE standard main categories of coverage differences, the competence indicators at all stages covered by the main category were significantly less than VNCSE. Our textbooks under the control of the VNCSE standard capability indices are part of the concept of early or late, or gaps in the arrangement of their situation, so that each version of formatting still need to strengthen. According to the literature discussion, the findings and conclusion, following suggestions are proposed: 1.Should complement competence indicators for the need of the first stage, a moderate increase or decrease of two to four stages of competence indicators and nine-year curriculum need to study the economic category, clear and complete validation. 2.Courses should be prepared with "concept" of the competence indicators as the core, and economic categories should be evenly distributed to the books, and add some of the economic categories to enhance the junior individual economic concepts with the overall proportion of economic concepts. The horizontal links with other areas of learning is also important. 3.Teachers, when choosing social studies textbooks should consider if the book contains the concept of a complete economic, or meets student financial cognitive, or is the important economic issues discussions be included, or is it possible to do the horizontal links with other subjects. 4.The follow-up study could either extends the scope of the study and theme, or to understand the textbook writers ideas and editing process by survey research, or to observe the real teaching situations in the classroom to understand more.