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A development study of an economic education curriculum organized to develop a multidirectional and diversified point of view in the value plural society

价值多元社会中培养多方位、多元化观点的经济教育课程开发研究

基本信息

批准号：
17330186
负责人：
INOSE Takenori
金额：
$ 6.28万
依托单位：
Hirosaki University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

项目摘要

This research is a development study of an economic education curriculum organized to develop a multidirectional and diversified point of view in a multiple-value society. The research consisted of a "curriculum group" and "financial literacy group." The curriculum group concentrated on principle research into "the many-sided diversified point of view in a multiple value society" along with a curriculum investigation of foreign countries. The finance literacy group investigated junior high students regarding their economic knowledge and whether they had acquired an economic way of thinking.The results are as follows: (1) Recognition of policy decision learning which aids the student in understanding differences between preconception and economic theory in the case of an economic dispute. (2) It is necessary to create pluralistic economics education from unitary economics education. (3) The construction of the curriculum lesson should be based on the agreement and disagreement inherent in economics. (4) The refining of a decision-making model is based on results such as behavioral economics and affective characteristics.In addition, for the curriculum teaching materials, we found these oriented toward "problem based economics" and "teaching the ethical foundation of economics" in U.S.A., and the curriculum teaching materials of the business education in the U.K. In addition, in the financial literacy group, the economic literacy of the junior high students was extremely poor regarding basic economic concepts such as scarcity and knowledge such as the weakness of compound interest. From this research, it is clear that we should think about the differences between economics education in Japan and the U.S. on the basis of a versatile contents constitution including cultural background and the curriculum and teaching materials.

本研究是一项经济教育课程的开发研究，旨在在多元价值社会中培养多方位和多元化的观点。该研究由“课程组”和“金融素养组”组成。课程组重点对“多元价值社会中的多方面多元化观点”进行原理研究，并进行国外课程调查。金融素养小组对初中生的经济知识以及是否获得了经济思维方式进行了调查。结果如下：（1）对政策决策学习的认可，有助于学生在发生经济纠纷时理解先入之见与经济理论之间的差异。 (2)有必要从单一的经济学教育转变为多元化的经济学教育。 (3)课程的构建应基于经济学固有的一致和分歧。 (4)决策模型的细化是基于行为经济学、情感特征等结果。另外，在课程教材上，我们发现美国的课程教材以“基于问题的经济学”和“讲授经济学的伦理基础”为导向，而英国的商科教育课程教材则以“经济伦理基础”为导向。此外，在金融素养群体中，初中生的经济素养对于基本经济概念如稀缺性和知识，例如复利的弱点。从这项研究中可以看出，我们应该在包括文化背景、课程和教材在内的多样化内容构成的基础上思考日本和美国经济学教育的差异。