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

本研究是一项经济教育课程的发展研究，旨在培养多元价值社会的多元视角。研究由“课程组”和“金融知识组”组成。课程组在对国外课程进行考察的同时，着重对“多元价值社会中的多方位多元化观点”进行了原则性研究。金融素养组调查了初中生的经济知识和是否获得了经济思维方式。结果表明：(1)政策决策学习的认知有助于学生在经济纠纷的情况下理解偏见和经济理论之间的差异。(2)从单一的经济学教育走向多元化的经济学教育。(3)课程课程的建构应立足于经济学固有的一致与分歧。(4)决策模型的细化是基于行为经济学和情感特征等结果。此外，在课程教材方面，我们发现美国的“问题经济学”和“教授经济学的伦理基础”的课程教材，以及英国的商业教育课程教材。此外，在金融素养组中，初中生在稀缺性等基本经济概念和复利弱点等知识方面的经济素养极差。从这一研究中可以看出，我们应该在包括文化背景、课程和教材在内的多元内容构成的基础上思考日本和美国经济学教育的差异。

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.