中學生의 經濟意識 調査를 通한 經濟敎育 方案 硏究 = (A) Study on Economic Education in Middle School : Through a Survey on Students' Economic Thinking

다국어 초록 (Multilingual Abstract)

Economic education in the Korean Middle School system plays an important factor in the understanding of the dynamic economic global phenomena. Future citizens in Korea will make decisions between reasonable economic choices and implement wholesome economic behavior.
The purpose of this study is to investigate and analyze middle school students' basic level of economic knowledge, their consumption and saving style, their attitude toward labor, public interest and national economics, and their economic reasoning according to background so as to find a desirable model of economic education.
A questionnaire was used to survey 306 second grade students in two middle schools (155 male and 151 female) who have never studied economics in their middle school social studies classes. In addition, 313 third grade students from the same middle schools (153 male and 160 female) who have studied economics in their social studies classes were surveyed.
The results are as follows:
Basic economic concepts are neither effectively learned nor understood even though the concept of price fluctuation is well understood by most of the students regardless of learning the concept.
As for savings and consumption, most of the surveyed students prefer immediate consumption to savings. The biggest percentage is allocated to the students who say they do not plan ahead on spending their allowances. A recurring tendency shown by these students is that they consider quality in relation to price when they purchase goods. They prefer domestic goods to foreign ones if they are of the same quality.
The results show that the students put great importance on leisure, as well as labor and they show different opinions on married women's employment between both sexes. When they are asked to choose their jobs for the future, their own ability and aptitude are considered first and public interest second, which is seen as being desirable. The students are interested in governmental welfare policies and they think that the government and politicians are responsible for the nation's economy.
As for an economic education, more than half of the students feel that an economic education at school does not help them when they frequently encounter economic phenomena in real life outside of their schools.
The results stated above differ considerably according to the surveyed students' backgrounds: sex, residential area, parents' education and vocation, economic status and the amount of allowance. It is confirmed that factors like school, society, family and public media have influence on the formation of middle school students' economic thinking. The most influential factors are found to be the family's economic status and students' allowances. A higher level of family income and allowance correlates to a lower tendency toward more reasonable spending habits such as savings and purchasing domestic goods.
Several implications to improve middle school students' economic thinking can be drawn from the stated data.
First, the educational function of organizations like home and mass media should be reconsidered. Middle school students feel confused by different guides from home, school and media. Certain expectations of an economic education at school cannot be reached without a coherent attitude toward economic thinking. Since students' economic thinking is formed differently according to their family's economic and social background, the influence of mass media including broadcasting and the Internet, home, school and media should be linked to one standard of the economic education.
Second, the economic education of the current curriculum needs to be revised. The total percentage of economic education in the curriculum should be increased and the content of economic education should be dealt with in all three grades so as to teach economic values and attitudes systematically and consistently.
Third, the content of the textbook should be revised on a regular basis which will provide updates based on students' needs and economic knowledge. An electronic textbook is recommended.
Fourth, in-service teacher training should be extended to all teachers of social studies. Given the fact that more than two thirds of all teachers of social studies in middle school are geography or history majors, there are few opportunities for them to get training courses in economic education. The lack of in-service training causes ineffectiveness in economic education.
Fifth, various kinds of methodologies should be developed and implemented in economic education. Teaching methods like role playing, simulations, experiments, sample surveys and case studies are strongly recommended. Audio-visual materials and data collection from the immediate community are also suitable for economic education. Internet related data retrieving and the implementation of I.C.T. (Information Communication Technology) in class will provide the teachers and students with a useful source of diverse audio-visual materials including statistics, graphs and photographs.

목차 (Table of Contents)

• 목차 = ⅰ
• 제1장 서론 = 1
• 제1절 연구의 목적 = 1
• 제2절 연구의 내용 및 범위 = 3
• 제2장 경제교육의 이론 = 5
• 제1절 경제교육의 이론적 논의 = 5
• 제2절 경제의식(經濟意識) = 31
• 제3절 선행 연구 = 36
• 제4절 경제교육의 목표 = 40
• 제3장 연구 방법 : 설문 조사 방법을 중심으로 = 41
• 제1절 조사 도구 및 조사 내용 = 41
• 제2절 조사 대상 및 자료의 처리 = 42
• 제3절 설문지 설계 = 43
• 제4장 설문조사 결과 및 분석 = 49
• 제1절 조사 대상자의 기초조사 결과 = 49
• 제2절 기본 개념에 대한 경제지식 수준 = 52
• 제3절 소비에 관한 의식 = 58
• 제4절 절약 및 저축에 관한 의식 = 68
• 제5절 근로 및 직업에 관한 의식 = 72
• 제6절 공익 및 환경에 관한 의식 = 79
• 제7절 국민 경제에 관한 의식 = 83
• 제8절 경제교육에 관한 의식 = 90
• 제9절 요약 = 94
• 제5장 결론 = 101
• 참고문헌 = 104
• ABSTRACT = 107