十二年國民基本教育社會學習領域經濟教育新課程綱要之層級分析-以雙北地區國中公民科教師為例

Date
2018
Authors
林佩君
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本研究旨在探究雙北地區國中社會學習領域公民科教師對於十二年國教經濟教育新課綱之差異性分析和課程綱要重要性排序情況,運用層級分析法瞭解不同背景變項之雙北地區國中公民科教師對於十二年國教經濟教育新課綱的重要性排序是否存有差異,以及對於十二年國教經濟教育新課綱中六大課程項目、各項目內課程條目和整體課程條目之重要性排序情形為何。研究結論簡述如下: 一、不同性別、年齡、主修專長、教學職務的雙北地區國中公民科教師對於十二年國教經濟教育新課綱六大項目重要性排序並未具有顯著差異 二、不同學歷的雙北地區國中公民科教師對於十二年國教經濟教育新課綱六大項目重要性排序僅在「市場競爭」此一項目具有顯著差異。 三、不同任教地區的雙北地區國中公民科教師對於十二年國教經濟教育新課綱六大項目重要性排序僅在「資源有限與分配」此一項目具有顯著差異。 四、對經濟教育不同興趣的雙北地區國中公民科教師對於十二年國教經濟教育新課綱六大項目重要性排序僅在「交易與專業化生產」此一項目具有顯著差異。 五、雙北地區國中公民科教師對於十二年國教經濟教育新課綱六大項目重要性排序依序為:「資源有限與分配」、「交易與專業化生產」、「市場競爭」、「勞動參與」、「貨幣的功能」、「誘因」。 六、十二年國教經濟教育新課綱之整體課程條目重要性排序結果 (一)重要性位居前三名課程條目依序為:「課程項目(一)資源有限與分配-條目1.個人與家庭為什麼需要做選擇?如何選擇?」、「課程項目(一)資源有限與分配-條目3.如何使用機會成本的概念來解釋選擇行為?」、「課程項目(六)市場競爭-條目3.廠商間競爭愈激烈,對消費者有什麼影響?」 (二)重要性位居末三名的課程條目依序為:「課程項目(四)貨幣的功能-條目4.買賣外幣通常透過銀行,哪些人會想要買外幣(如日圓或美元)?哪些人會想要賣外幣(如美元)?」、「課程項目(四)貨幣的功能-條目2.使用儲值卡和使用貨幣買東西有什麼不同?」、「課程項目(四)貨幣的功能-條目3.使用信用卡和使用貨幣買東西有什麼不同?」
The purpose of this study is to explore the importance order of the civic teachers in economic education in curriculum guidelines of social studies learning areas in the Twelve-Year Public Education Program. By using Analysis of variance and Analytical Hierarchy Process, the researcher explored that whether or not civic teachers with different background variable have differ significantly in their assigned importance orders of the course projects, and the different priorities ordered by junior high school civics teachers in Taipei City and New Taipei City. The conclusions of the study are summarized as follows: 1. Civic teachers with different background variable (gender, age, major, teaching duties) in Taipei City and New Taipei City did not differ significantly in their assigned importance orders of the six course projects. 2. Civic teachers with different education level in Taipei City and New Taipei City did not differ significantly in their assigned importance orders of the course projects. There is only “Course projects 6: Market competition” showed significant differences in the six course projects. 3. Civic teachers with different teaching area in Taipei City and New Taipei City did not differ significantly in their assigned importance orders of the course projects. There is only “Course projects 1: Limited resources and distribution” showed significant differences in the six course projects. 4. Civic teachers with different teaching interest in Taipei City and New Taipei City did not differ significantly in their assigned importance orders of the course projects. There is only “Course projects 3: Trading and professional production” showed significant differences in the six course projects. 5. The order of importance assigned by civic teachers in Taipei City and New Taipei City on the six course projects of the Twelve-Year Public Education Program are as follows: Limited resources and distribution, Trading and professional production, Market competition, Labor participation, Currency function, Incentives. 6. The economic education in curriculum guidelines of social studies learning areas in the Twelve-Year Public Education Program in the order of overall importance: (A) The top three Course Entry are: “Limited resources and distribution 1. Why do individuals and families need to make choices? how to choose?”, “Limited resources and distribution 3. How to use the concept of opportunity cost to explain choice behavior?”, “Market competition 3. The more intense the competition among manufacturers, what impact does it have on consumers?” (B) The last three Course Entry are: “Currency function 4. Buying and selling foreign currency usually through banks, who would want to buy foreign currency (such as the yen or the U.S. dollar)? Who will want to sell foreign currency (such as U.S. dollars)?”, “Currency function 2. What's the difference between using a stored value card and buying money?”, “Currency function 3. What's the difference between using a credit card and buying money?”
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經濟教育, 層級分析法, 十二年國民基本教育社會學習領域課程綱要, Economic Education, Analytical Hierarchy Process, Curriculum Guidelines of Social Studies Learning Areas in the Twelve-Year Public Education Program
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