歷經數次課綱的修訂，直至即將實施的98一貫課程，近廿年來的商職經濟課程內容，依舊是經濟理論及模型。Despite the fact that several versions of the curriculum
guidelines have been designated during the past years, the Economics Curriculum
with its focus on the economic theories and models in the finalized version of
the “98 Curricula: High School Temporary Curriculum
Guideline of 2009”
remains unmodified. There has been hardly difference or no difference at all between
the original and finalized versions in the past twenty years. 學習經濟理論與模型對商職學生而言，不僅對就業無益，也非升學應具備的基礎能力。To students in commercial vocational high
schools, the economic theories and models are neither helpful with their future
career hunt, nor with the College Entrance Exam. 商職學生的抽象觀念及數理能力尚未成熟，經濟學理論課程應延至高等教育階段再學習，才能被完整吸收與理解。The reason is very simple that students in the
secondary school level are not intellectually well-equipped with higher level
of abstract reasoning and mathematical understanding.
『經濟學乃是分析日常生活事務的科學』。I maintain that “the economics is the science for dealing with
everyday life.”商職學生應接受的經濟教育，並非經濟理論及模型，而是『培育學生具備適應現代社會生活能力』的公民教育。Students of commercial vocational high school should be taught an
economics, definitely not theories and models, which is part of the civil
education and accordingly enhances their ability in adapting themselves to the
modern society.學習個體與團體間的經濟互動關係，人民與政府間的權利、義務關係，以及人類與大自然的相互依存關係，進而得到適應現代社會的能力。The economics as a part of the civil education aims to make students
understand the interaction between individual learning and group learning, the
relation between rights and obligations in a civil society, and the
inter-reliance between humans and nature, all of which can better students
ability to adapt themselves into the modern society.
技職一貫課程的規劃中，商職經濟學與技專院校課程重複的現象依舊存在。In the Coherent Curriculum Reform in Technological and Vocational
Education, the economics is both taught in commercial vocational schools and
Four-year Institutes of Technology and Two-year Junior Colleges.為了升學目的，商職學生除了必修課，還需在進階課、輔導課中，反覆學習經濟學理論。In
order to get into colleges, students of commercial and vocational high schools
are required to study economic theories repeatedly inside the curriculum and
outside the curriculum : two more extra courses, advanced course and consoling
course.而一貫課程裡，建議四技二專開設的經濟學課程，卻僅有一學期3學分。However, according to the same Curriculum
Reform, students in the Institutes and Colleges are only required to take a
three-hour course in economics for one semester.顯然技職一貫課程中，經濟教育不僅課程重複，也存在本末倒置的現象。It is thus obvious that in the Curriculum Reform, the economics
class is not only repeatedly taught in both secondary and higher educations but
also tilted to the former instead of to the latter, whose effect is the most
inappropriate.
本研究旨在分析商職經濟教育一貫課程的適切性。This study aims at the adequacy of the Coherent Curriculum Reform in
Technology and Vocational Education.由文獻探討建立我國商職教育及經濟教育的發展方向，分析95暫綱及98課綱的差異及特性，檢討一貫課程中經濟教育的整合及銜接狀況，並分析適合商職學生的經濟教育內涵，最後提出本研究對經濟教育的建構藍圖，以及應有的配套措施。Through first analyzing the literature concerning the commercial
vocational high school education and the economic education, then comparing the
difference between the 95 New Curricula: High School Temporary Curriculum
Guideline of 2006 and the 98: High School Temporary Curriculum Guideline of
2009, and finally criticizing the integration of the economics course in both
secondary and higher educations, I attempt to propose a set of tentatively
supplementary measures to the economic education for students of commercial
vocational high schools in a hope that those measures can be conducive to the
holistic planning of the economic education.重要結論如下：Those measures are as follows:
1. 經濟學理論不宜在商職學校傳授，而應延後於高等教育階段學習。
It is not appropriate to install
economic theories in the curriculum of commercial vocational high school. They,
however, should be most suitable in higher education.
2. 商職學生應加強學習「一般日常生活必需的經濟與商業知能」。
Students
of commercial vocational high schools should be more trained “the science for dealing
with everyday life.”
3. 應刪除一學年8學分的「經濟學」，改設一學年4學分的「經濟與生活」。
In commercial
vocational high schools, an eight-credit course of the Economics in one school
year should be reduced to a four-credit course of the Economics and Life.
In
order to avoid repetition in the curriculum, the economic section of the “Citizen and Society” should be replaced with legal
courses because the legal knowledge of most teenagers is proven inadequate.
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