本研究旨在瞭解臺北地區國民小學高年級學生對經濟知識的理解情況；並探究影響學生對經濟知識理解的因素，以做為提升國小經濟教育的參考。
本研究首先透過文獻之分析，確認國小階段經濟教育的必要性及可行性；並進而檢視我國國小階段經濟教育課程設計的優劣。然後再採用調查研究法，以臺北地區國民小學高年級學生為研究對象；以自行翻譯之基本經濟學測驗(BET)為研究工具抽樣高年級學生680人為有效樣本，進行實徵研究。調查所得之資料，以次數分配、百分比、標準差、兩百分比差異顯著性考驗、 t 考驗、單因子變異數分析、逐步多元迴歸分析等統計方法加以分析，除瞭解臺北地區國民小學高年級學生對經濟知識的理解情況；並探討學校所在地、就讀年級、性別、智力測驗成績、智育成績、閱讀書報情形、收看(聽)新聞報導情形、和他人討論時事情形、國內旅遊經驗、國外旅遊經驗、父親教育程度、母親教育程度、家庭經濟情況等個人背景變項與經濟知識理解的關係。本研究獲致之主要結果如下：
一、我國國小階段之經濟教育課程的設計與安排大多不符合兒童經濟認知的發展。
二、學生對基本經濟學測驗平均答對題數為15.88題，答題正確率為 54.8%；表現不如美國同年級學生，而且有
顯著的差異。
三、學生對各類別經濟概念的理解以「總體經濟概念」理解最好，其次為「基本經濟概念」、「個體經濟概念 」而對「國際經濟概念」的理解最差。
四、學生對各認知階段試題的理解，依序為「知識階段」、「理解階段」、「應用階段」，與布魯姆認知發展 階段相吻合。
五、六年級學生對經濟知識的理解優於五年級學生，而且達到顯著差異水準。
六、智力較優異之學生對經濟知識的理解優於智力較差者，而且達到 顯著差異。
七、智育成績較佳之學生對經濟知識的理解優於智育成績較差之學生，而且存在顯著差異。
八、不同「閱讀書報情形」、「收看(聽)新聞報導情形」、「和他人 討論時事情形」對學生經濟知識識之理解 有顯著的影響，較常從事這三項行為者對經濟知識的理解比較好。
九、較常從事國內旅遊之學生對經濟知識的理解優於較少從事國內旅遊的學生，而且有顯著差異。
十、父母親之教育程度對子女經濟知識的理解有顯著影響，父母親教育程度在中學以者，其子女對經濟知識有
較佳的理解。
十一、家庭經濟情況較好的學生對經濟知識的理解優於家庭經濟情況較 差之學生，而且達到顯著差異。
十二、學校所在地、性別及國外旅遊經驗等三項因素對學生經濟知識理 解之影響，雖實證結果與預期相符， 但 未達顯著差異水準。
十三、就讀年級、智育成績、閱讀書報情形、母親教育程度、家庭經濟 情況等對五個變項對學生經濟知識之理解 具有預測能力；其預測決定係數為31%。
根據研究結給提出以下建議：
一、對教育行政機關
成立經濟教育研究學會、編定適合國小學生學習的經濟課程、製做經濟教育相關教學媒體、重視國小經 濟教育師資的培養、提供教師進修的管道。
二、對教師
充實經濟學相關知識、成立經濟學教學研究小組、培養學生思考判斷的能力、多與學生進行時事討論、加 強學生國際知識。
三、對家長
提供良好的學習環境、多與子女討論當前時事、增加子女旅遊經驗。

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