Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88253
Title: 美國經濟教育協會(CEE)經濟教育課程綱要層級分析──以雙北地區高中公民教師為例
AHP on Economic Curriculum Guidelines of Council on Economic Education(CEE)-A Case Study of High School civic teachers in Taipei area
Authors: 曾永清
Tseng, Yung-Ching
陳玟曦
Chen, Wen-Hsi
Keywords: 美國經濟教育協會
雙北地區
經濟教育
層級分析
高中公民科教師
Council on Economic Education
high school Civics teacher
economic education
Analytic Hierarchy Process
Taipei area
Issue Date: 2019
Abstract: 本研究目的旨在討論雙北地區高中教師對於美國經濟教育協會之經濟教育課綱中的重要性排序,評估目前教師對課綱內涵的觀點與偏好差異。本研究參考發展近百年的美國經濟教育協會(CEE)之經濟教育課綱內容設計問卷,釐清我國高中公民科教師對經濟教育課綱之重要性排序。本研究探究不同背景變項雙北地區高中公民科教師對CEE課綱中課程標準的重要性排序差異,以及對CEE課綱中課程標準、能力指標之重要性排序差異,透過紙本問卷對雙北地區高中公民科教師進行立意抽樣,並採用統計分析與層級分析獲得研究資料。 依據研究資料,本研究之結果如下: 一、 不同背景變項的雙北地區高中公民科教師之任教地區變項在「國民所得」中有顯著差異;教學職務變項在「政府政策」有顯著差異;對經濟教育之興趣變項在「經濟波動」有顯著差異。 二、 雙北地區高中公民與社會科教師在美國經濟教育課綱課程標準重要性排序依序為「國民所得」、「經濟波動」、「貨幣銀行」、「政府職能」以及「政府政策」。 三、 雙北地區高中公民科教師在美國經濟教育課綱整體能力指標排序中,重要性排序最高前五項為影響個人所得變化、國家經濟成長、消費者物價指數、景氣循環以及失業成因;重要性最低前五項為利益集團對政府職能的影響、政府職能失靈、成本轉嫁、財政赤字以及政府開支影響。 研究結果顯示,高中公民科教師認為經濟課綱中與經濟生活有直接影響的經濟概念較重要,間接影響經濟生活的政府政策與職能較不重要。因此,本研究建議教育主管機關應參考教師實務經驗形成的重要性排序,修正課綱及給予協助;高中學校應提供相關在職進修管道、形成跨領域社群並落實教學正常化;高中公民科教師應積極增進經濟專業知能與參與教師專業社群合作設計課程。
The purpose of this study is to explore the importance order of high school teachers in the Taipei area for Economic Curriculum Guidelines of Council on Economic Education(CEE), and to evaluate the current differences in teachers' views and preferences on the content of the curriculum.This study explores the differences in the importance of the high school Civics teachers in the Taipei area to the standards in the CEE curriculum, and the differences in the importance of the standards and benchmark in the CEE curriculum. This reaserch using paper questionnaires for intentional sampling, and use statistical analysis and Analytic Hierarchy Process to obtain research data. Based on the research data, the results of this study are as follows: 1. The regional variables of the high school Civics teachers in the Taipei area with different background variables are significantly different in the “national income”; the teaching job variables are significantly different in the “government policy”; the interests in economic education are significant differences in "economic fluctuations." 2.The high school Civics teachers in Taipei area ranked the importance of the standards of the CEE economic education curriculum in the order of "national income", "economic fluctuations", "money banks", "government functions" and "government policies". 3.The high school Civics teachers in the Taipei area ranked the top five interests in all benchmarks of the CEE economic education curriculum. The top five interests are the changes affecting personal income, national economic growth, consumer price index, economic cycle and unemployment. The top five minimum interests are the impact of interest groups on government functions, government function failures, cost transfer, fiscal deficits, and government spending. The results of the study show that high school Civics teachers believe that economic concepts that have a direct impact on economic life in economic programs are more important, and that government policies and functions that indirectly affect economic life are less important. Therefore, this study suggests that the education authorities should refer to the order ofimportance of the formation of teachers' practical experience, correct the curriculum and provide assistance; high school should provide relevant in-service learning channels, form cross-disciplinary communities and implement normalization of teaching; high school Civics teachers should cooperate with the professional community of teachers to design courses.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060407009E%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88253
Other Identifiers: G060407009E
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