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

本研究是对一门经济教育课程的发展研究，该课程旨在多元价值社会中发展多方向、多样化的观点。这项研究由“课程组”和“金融知识组”组成。课程组在国外进行课程考察的同时，集中力量对“多元价值社会中的多元化视角”进行了原则性研究。财经知识学习小组调查了初中生的经济知识和经济思维方式，结果如下：(1)对决策学习的认可，帮助学生在经济纠纷中理解前概念和经济理论的差异。(2)要从单一经济学教育中创建多元化经济学教育。(3)课程建设要立足于经济学固有的契合与分歧。(4)决策模型的提炼是以行为经济学和情感特征等结果为基础的。此外，课程教材中，美国的《问题经济学》和《教授经济学的伦理基础》和英国的商业教育课程教材都是以此为导向的。此外，在金融知识群体中，初中生在稀缺性等基本经济概念和复利薄弱等知识方面的经济素养极差。从这项研究中可以清楚地看出，我们应该从包括文化背景和课程教材在内的多样化的内容体系来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.