| Summary: | 碩士 === 國立新竹教育大學 === 區域人文社會學系碩士班 === 95 === It is important to implement economics education in primary schools, as the suitable economics studies is applied, it will better equipped the students with a good foundation for a higher levels of study. Therefore, this study explored economics concepts in primary social studies of the Grade 1-9 National Curriculum in Taiwan. First, it used content analysis method to analyze texts from university economics textbooks, research in this area, ability indications of the Grade 1-9 National Curriculum, and economics concepts listed in NCEE, based on which an Analytic Hierarchy Process (AHP) of economics concepts were generated. An AHP questionnaire was then created to survey local economics experts, scholars, and professionals in primary schools, which produced rankings of importance (weight) of economics concepts in primary social studies.
The result of this study is described below:
1.Each hierarchy importance in content order and result analysis.
Each hierarchy in the order of importance:
(1) In the four levels of the first hierarchy, the rankings from high to low are ‘basic concepts’, ‘micro-economics’, ‘macro-economics’ and ‘international economics’.
(2)The highest five of the twenty items in the second hierarchy are ‘limited resources and unlimited desires’, ‘individual decisions’, ‘division of trading’, ‘competition efficiency’, and ‘international trades’; whereas the lowest five are: ‘money supply and demand’, ‘financial system’, ‘information economics’, ‘macro-economics policy’, and ‘analysis of total supply and demand’.
(3)The highest five of the forty-four items in the third hierarchy are ‘scarcity and desires’, ‘international trades and balance of input and output’, ‘international finance and policy’, ‘efficiency’, ‘professional division of labors and interdependence’; whereas the lowest five are: ‘production supply and demand’, ‘producer’s choices’, ‘production theories’, ‘government control’, and ‘enterprises and organizations’.
From the analysis of results, there are a few findings.
(1)Basic concepts should be prioritized in the study of economics concepts at primary level.
(2)Lessons on international economics concepts should be increased in primary social studies in order to catch up trends of internationalization.
(3)The lower rated economics concepts are mostly those that are far from life experience of primary pupils.
2.The opinions of economics experts and scholars showed an agreement to those of primary professionals in evaluating the economics concepts, but there was a disagreement between them in evaluating concepts like ‘comparative advantages, ‘market structure’, ‘income, consuming, and saving’, and ‘risks’.
3.Ten of the higher rated economics concepts regarding ability indication of the curriculum were excluded, but six of the less important concepts were included, both of which allowed further modifications of the indication system or syllabus design.
4.The importance of economics concept of ‘environmental, external and shared resources’ was rated 35 out of the 44 concept items in the third hierarchy, which was relatively lower than expected.
5.Pre-service teacher training and in-service teacher training in economics education should be improved.
The study proposed the following suggestions to improve economics education in primary social studies:
1.The study has analyzed and explained the existing ability indications in the National Curriculum. It suggested that some of the economics concepts are to be modified and some of their priorities are to be readjusted.
2.In-service teacher training programs of economics education should be provided that would allow in-service teachers to improve professional skills.
3.A professional institute in charge of economics education in primary school curriculum should be established.
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