| Summary: | 碩士 === 國立新竹教育大學 === 社會科教育學系碩士班 === 100 === Abstract
The purpose of this study is mainly to discuss the most proper grade year of learning economic concepts for elementary school students in order to provide as the reference to the design of future economic education curriculum. By adopting the content analysis, this research has analyzed the domestic experts and scholars, Indicators of Social Competence of Nine-Year Compulsory Curriculum, New Curriculum Guidelines for Japanese Primary School and Economic Concept of U.S. VNCSE 2nd Edition K-8, and obtained the factors and levels of economic concept. Then, the researcher has self-made the simple multi-attribute ranking technique (SMART) questionnaire, and then used this questionnaire to conduct the survey to domestic experts, scholars and elementary school teachers in order to obtain the result of configuring the economic concept to the proper grade for elementary school students.
The research conclusions are described as follows:
1. Teaching of concepts for “Scarcity and Want” and “Choice” will be properly started from the lower grades of elementary school students (Grades 1 and 2).
2. Teaching of concepts for “Trade”, “Supply”, “Need” and “Price” will be properly started from the middle grades of elementary school students (Grades 3 and 4).
3. Teaching of concepts for “Opportunity Cost and Gain & Loss”, “Incentive Problem”, “Effectiveness”, “Comparative Advantage”, “Professional Division-of-labor, Interdependence”, “Efficiency”, “Competition”, “Market Mechanism”, “Market Equilibrium”, “Market Structure”, “Income, Consumption and Saving”, “Consumer’s Choice”, “Government Regulation”, “Government, Externality and Common Resource”, “Unemployment”, “Inflation of Prices ”, “Economic Development and Labor ”, “Economic Fluctuations”, “Investment” and “Currency Characteristics” will be properly started from the senior grades of elementary school students (Grades 5 and 6)
This researcher has proposed the following suggestions according to the research result and conclusion:
1. Part of economic concepts for Competence Indicators of Nine-Year Compulsory Curriculum need to be adjusted in proper teaching grades.
2. The content type of economic concepts should be clearly established.
3. Improve the professional teaching competence of economic concept for elementary school teachers.
In conclusion, according to the abovementioned conclusions, this study can be provided as the reference for competent education organizations, administrative units of schools, educators and follow-up researchers as well.
Keywords: economic education, economic concept, content analysis, simple multi-attribute ranking technique (SMART)
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