The main goal of this study was to analyze the economic concepts materials of Social Studies Learning Areas textbooks of the junior high school in Taiwan for researching the distributive conditions and the content of economic concepts materials in the Social Studies Learning Areas textbooks. The purposes of this study were¡G(1)to explore the meanings of economic education and the relationship between economic education and Social Studies Learning Areas¡F(2)to analyze the differences of economic concepts on all the four editions¡F(3)to analyze the differences of economic competence indicators on all the four editions¡F(4)to induct and research discovery, as references in achievement junior high school textbooks related economic concepts copy editor. This study applied content analysis approach, and the study targets were the Grade 7-9 Social Studies Learning Areas of Grade 1-9 Curriculum textbooks (Nani textbooks¡BRenlin textbooks¡BHannlin textbooks¡BKnsh textbooks )published in 2004. It totaled up to 4 volumes. First of all, the researcher inquired into the references to set up the economic concepts categories and the Economic Competence Indicators translate economic concepts categories, and then, analyzed the economic concepts materials from the words and the illustrations and supplementary materials in the Social Studies Learning Areas textbooks. The conclusions of this study were as follows: 1.Economic education must contain cognitive¡Battitude and skill goals, and has its importance in Social Studies Learning Areas . 2.Speaking of the economic concept analysis, in various editions textbooks all emphasize microeconomic concepts primarily, the proportion which occupies surpasses one half, next is the macroeconomic concepts. 3.Speaking of the economic Competence Indicators analysis, the majority of textbooks all have conform to the economic concepts which the economic Competence Indicators explain, only has partially has not little tallied, demonstrated various editions textbooks¡¦ explanations were not the same , or show up in other subjects and the examination system was not rigorous. 4.Speaking of the supplementary materials analysis, teaching material and so on graph, explanation nouns, mostly can display the supplement assistance text contents ,extend activities as well as the student exercise that all can give dual attention to the diversification, only must consider the arrangement of the time. In accordance with the main discovery and conclusion of this research, suggestions concerning aspects of education organizations, conscientious system of textbooks examination needs to be established were put forward. Follow-up studies were also proposed.

媒體素養教育的發展在近十年已成為各國積極推動之重要教學內涵，由於媒體教育目的在啟發學生對於媒體的感知與思辨能力，一般而言，較沒有固定的教材與教學模式，故過去現場教師對於媒體教育一直存有實踐之困境，在九年一貫教育體制與教學方法的變革下，對於媒體教育而言，提供了更多的融入契機與教學空間，本論文主要之研究目的在發展媒體素養融入九年一貫社會學習領域七到九年級之能力指標與教案範例，藉以拉進學理論述與現場教師教學行動的距離，搭起理論與實踐的橋樑。 本研究之研究設計主要依循課程發展程序，首先採文獻調查與事實探究的方式，對英國、加拿大、澳洲與美國現有之媒體素養教育在社會領域能力指標的實際發展狀況進行瞭解，比較各國間的差異，並對照我國媒體素養之發展需求與社會學習領域現有之教科書內涵，結合相關理論背景，以及我國之社會與教育情境，思考可行的選擇，發展與建議我國媒體素養融入社會領域之能力指標與學習內涵。 經初步建立能力指標發展雛議後，依課程設計步驟將指標所欲達到之能力要求與媒體素養學習目標轉換為可行之教案範例，並經專家、學者評鑑後，修正教學目標、教學活動設計、與學習單建議等，最後完成十四個教案範例，教學內涵以教育部公告之媒體素養白皮書的五大核心為基礎，並結合各教科書社會領域之課程，在七到九年級的學習階段中，各年級均有二至三個教學主題，並配合公共電視所製作的教學媒體資源進行教學，希冀以此作為媒體教育現場教師教學應用之參考。 / The development of media literacy has been a focus of governments around the world in recent years. Since the goal of media literacy is to enlighten the students on sense of media and ability of critical thinking, there is no fixed material and teaching pattern for that. In the past, on-site teachers were stuck with the realization of media education. With the revolution of Grade 1-9 Curriculum system and teaching methods, it provides more opportunities and spaces for media literacy. The goal of this research is to integrate the media literacy into the competence indicators and sample teaching plan of Grade 7-9 of curriculum on social studies learning areas, in order to shorten the distance between theoretic statement and action of teaching and bridge the theory and practice. The design of this research is based on the curriculum development. First of all, we investigate the current situation of media literacy on competence indicators in social studies learning areas in Great Britain, Canada, Australia, and U.S. by literature review and fact exploration. The development plan and advices on the integration of media literacy into competence indicators and learning intension in social studies learning areas are proposed based on comparison of different country’s situation, development requirements and current teaching materials of our country, related theories, and current social and education conditions of our country. After the initial establishment of competence indicators, we try to convert the ability requirement and learning goal of media literacy appointed by the indicator into viable sample teaching plans according to the curriculum deign procedures. After the assessment by specialists and scholars, the teaching goal, schedule, and suggestions will be modified and 14 sample-teaching plans will be formed. The teaching intensions include the five core concept listed in the Literacy Education White Book published by the Department of Education in 2002. 2-3 teaching themes are set for the teaching of Grade 7-9, combining with curriculums of different textbooks. The teaching is implemented together with the public TV teaching programs. Hope our research is helpful for the on-site teacher of media education.