王文科、王智弘（2004）。教育研究法。臺北市：五南文化。
王思峰、李昌雄（2004）。探索學習者建構行為特質對線上學習成效的影響。教育 與與心理研究，27(1)，117- 157。
朱敬一（1996）。經濟學研究方法的解析與批判。通識教育季刊，3(1)，99-107。
余民寧（2005）。心理與教育統計學。臺北市：三民。
吳明清（1991）。教育研究－基本觀念與方法之分析。臺北市：五南文化。
吳惠林（2005）。自由經濟大師神髓錄（增修版）。臺北市：遠流。
李沃牆（2006）。現代經濟學。臺北縣：前程文化。
68 技術及職業教育學報 第四卷第二期
李隆盛（1999）。技職一貫課程的理想與規劃。技術及職業教育，54，14-19。
李隆盛（2002）。技職一貫課程與學校課程模擬。技術及職業教育，70，39-47。
沈中華、黃台心（2007）。經濟學原理。臺北市：新陸。
周長城（譯）（2007）。Swedberg, R. 原著。經濟社會學原理。臺北市：巨流圖書。
林季紅（譯）（2006）。Doti, J. L. & Lee, D. R.原著。經濟大師談市場。臺北市：經 濟新潮社。
林清山（1992）。心理與教育統計學。臺北市：臺灣東華。
林華德、謝德宗（2004）。新經濟學通典。臺北市：三民。
施建生（1994a）。薩繆森與當代經濟學。經濟前瞻，33，18-24。
施建生（1994b）。薩繆森與經濟學數理化。臺灣經濟研究月刊，193，6-8。
施犖善、施蓓莉（譯）（1997）。Pass, C., Lowes, B., & Davies, L. 原著。經濟學辭 典。臺北市：貓頭鷹出版社。
夏道平、馬凱、林全、吳惠林（譯）（1988）。Lepage, H.原著。自由經濟的魅力－
明日資本主義。臺北市：天下文化。
張時健（譯）（2003）。Monaghan, P.原著。談談所謂「理性的人」—異議經濟學家 論爭立足之地。當代，187，4-13。
張添洲（2003）。高職課程發展與商業類科課程評析。教育研究，115，93-102。
張清溪（2003）。經濟學（第二版）。臺北市：華泰。
傅元湘（2003）。臺灣地區職業教育發展現況之探討。商業職業教育，90，11-16。
曾永清（2005）。經濟認知與經濟參與相關性之調查研究—以北區商業類技職學生 為例。師大學報：教育類，50(1)，123-138。
馮丹白、吳育昇、林清芳（2003）。強化我國技術學院實務教學提升高等技職教育 品質之探討。商業職業教育，91，20-28。
黃政傑（1999）。跨世紀技職一貫課程的規劃。臺灣教育，579，2-11。
楊朝祥（2006）。臺灣中等職業教育發展沿革與經濟發展。中等教育，57(2)，4-31。
賈昭南（譯）（2005）。Lieberman, M. & Hall R. E.原著。經濟學原理。臺北市:湯姆 生。
熊秉元（2002）。人的刻劃—初探經濟學的行為理論。法令月刊，53(10)，66-73。
趙詩容、林堂馨（2003）。技職體系一貫課程的高職教育—專訪臺南高級海事水產 職業學校陳海雄校長。教育研究，115，25-31。
蕭錫錡（1999）。職業學校職業課程發展模式之建構。臺灣教育，579，42-46。
賴宛瑜（2005，5 月 22 日）。高職念過的科大又重上。聯合報，第 15 版。
吳政峰、陳美紀、李文清 技專院校經濟學課程「經濟人概念」教學成效之研究 69 戴文雄、張錫輝（1999）。技職教育體系課程之革新。技術及職業教育，54，9-13。
薛光濤、李華夏（譯）（1991）。Rhoads, S. E.原著。經濟學家眼中的世界。臺北市：
聯經。
簡明忠（2006）。職業教育的挑戰與對策。中等教育，57(2)，32-52。
羅輝宗（譯）（2005）。Hazlitt, H.原著。一課經濟學。臺北市：經濟新潮社。
Aiken, L. R. (1994). Psychological testing and assessment. Boston : Allyn and Bacon.
Anderson, E. (2000). Beyond homo economicus: New developments in theories of social norms. Philosophy and Public Affairs, 29(2), 170-200.
Anderson, W. (1974). A comparison of pre-versus postorganizers upon retention of economic concepts. Journal of Economic Education, 6(1), 61-64.
Becker, W. E., & Watts, M. (1995). Teaching tools：Teaching methods in undergraduate economics. Economic Inquiry, 33(4), 692-700.
Becker, W. E., & Watts, M. (1996). Chalk and talk：A national survey on teaching undergraduate economics. The American Economic Review, 86(2), 448-453.
Becker, W. E., & Watts, M. (2001). Teaching methods in U.S. undergraduate economics courses. Journal of Economic Education, 32(3), 269-279.
Benedict, M. E., & Hoag, J. (2002). Who's afraid of their economics classes? Why are students apprehensive about introductory economics courses? An empirical investigation. American Economist, 46(2), 31-44.
Borg, M. O., & Stranahan, H. A.(2002). Personality type and student performance in upper-level economics courses: The importance of race and gender. Journal of Economic Education, 33(1), 3-14.
Caviglia-Harris, J. L. (2003). Introducing undergraduates to economics in an interdisciplinary setting. Journal of Economic Education, 34(3), 195-203.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, N.J. : Lawrence Erlbaum Associates.
DeBerry, T. W. (1998). Teaching 'the dismal science' by the lecture method: Maligned but not abandoned. International Social Science Review, 73(3/4), 67-74.
Doucouliagos, C. (1994). A note on the evolution of homo economicus. Journal of Economic Issues, 28(3), 877-883.
Duff, T. B. (1971). Basic economic concepts in the high school curriculum. Journal of Economic Education, 3(1), 5-10.
70 技術及職業教育學報 第四卷第二期
Ferber, M. A., Birnbaum, B. G., Green, C. A., & Becker Jr., W. E.(1983). Gender differences in economic knowledge: A reevaluation of the evidence. Journal of Economic Education, 14(2), 24-37.
Frohlich, N., Oppenheimer, J., Bond, P., & Boschman, I. (1984). Beyond economic man:
Altruism, egalitarianism, and difference maximizing. Journal of Conflict Resolution, 28(1), 3-24.
Godshalk, V. M., Harvey, D. M., & Moller, L. (2004). The role of learning tasks on attitude change using cognitive flexibility hypertext systems . Journal of the Learning Sciences, 13(4), 507-526.
Harvey, D. M., Godshalk, V. M., & Milheim, W. D. (2001). Using cognitive flexibility hypertext to develop sexual harassment cases. Computers in the Schools, 18(1), 213-229.
Horvath, J., Beaudin, B. Q., & Wright, S. P. (1992). Persisting in the introductory economics course: An exploration of gender differences. Journal of Economic Education, 23(2), 101-108.
Jacobson, M. J., Spiro, R. J. (1991). A framework for the contextual analysis of computer-based learning environments. (Technical Report No. 527). Champaign, Illinois: Center for the Study of Reading. (ERIC Document Reproduction Service No. ED329938)
Jensen, E. J., & Owen, A. L. (2001). Pedagogy, gender, and interest in economics.
Journal of Economic Education, 32(4), 323-343.
Johnston, C. G., James, R. H., Lye, J. N., & McDonald, I. M. (2000). An evaluation of collaborative problem solving for learning economics. Journal of Economic Education, 31(1), 13-29.
Knoedler, J. T., & Underwood, D. A. (2003). Teaching the principles of economics：A proposal for a multi-paradigmatic approach. Journal of Economic Issues, 37(3).697-725.
Lengwiler, Y. (2004). A monetary policy simulation game. Journal of Economic Education, 35(2), 175-183.
Liberman, M. & Hall, R. (2000). Introduction to economics. Cincinnati, Ohio : South Western College Publishing.
Lima, M., Koehler, M. J., & Spiro, R. J. (2004). Collaborative interactivity and
吳政峰、陳美紀、李文清 技專院校經濟學課程「經濟人概念」教學成效之研究 71 integrated thinking in Brazilian business schools using cognitive flexibility hypertexts: The panteon project . Journal of Educational Computing Research, 31(4), 371-406.
Marangos J. & Alley, S. (2007). Effectiveness of concept maps in economics : Evidence from Australia and USA. Learning and Individual Differences, 17(2), 193-199.
Nitsch, T. O. (1982). Economic man, socio-economic man and homo-economicus humanus. International Journal of Social Economics, 9(6/7), 20-49.
Peterson, D., & Bean, J. C. (1998). Using a conceptual matrix to organize a course in the history of economic thought. Journal of Economic Education, 29(3), 262-273.
Pintrich, P. R., Smith, D. A. F., & Mckeachie, W. J. (1989). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, Michigian:
National Center for Research to Improve Teaching and Learning, School of Education, The university Michigan.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ).
Educational and Psychological Measurement, 53, 801-813.
Roberts, L. (1999). Using concept maps to measure statistical understanding.
International Journal of Mathematical Education in Science & Technology, 30(5), 707-717.
Rose, L. H., & Lin, H. T. (1984). A meta-analysis of long-term creativity training programs. Journal of Creative Behavior, 18(1), 11-22.
Sosin, K., & Becker, W. E. (2000). Online teaching resources：A new journal section.
Journal of Economic Education, 31(1), 3-7.
Spiro, R. J., Collins, B. P., Thota, J. J., & Feltovich, P. J.(2003). Cognitive flexibility theory: Hypermedia for complex learning, adaptive knowledge application, and experience acceleration. Educational Technology, 43(5), 5-10.
Spiro, R. J., Coulson, R. L., Feitovich, P. J., & Anderson, D. K. (1988). Cognitive flexibility theory： Advanced knowledge acquisition in ill-structured domains.
(Technical Report No. 441). Champaign, Illinois: Center for the Study of Reading.
(ERIC Document Reproduction Service No. ED302821)
Spiro, R. J., Feltovich, P. J., & Coulson, R. L (1996). Two epistemic world-views:
Prefigurative schemas and learning in complex domains. Applied Cognitive
72 技術及職業教育學報 第四卷第二期
Psychology, 10(Issue Special), S51-S61.
Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R. L. (1991). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology, 31(5), 24-33.
Steele, G. R. (2004). Understanding economic man. American Journal of Economics &
Sociology, 63(5), 1021-1055.
Thompson, B. (2002). What future quantitative social science research could look like:
Confidence intervals for effect sizes. Educational Researcher, 31(3), 25-32.
Walstad, W. B., & Watts, M. (2006). Testing for depth of understanding in economics using essay questions. Journal of Economic Education, 37(1), 38-47.
Williams, M. L., Waldauer, C., & Duggal, V. G. (1992). Gender differences in economic knowledge： An extension of the analysis. Journal of Economic Education, 23(3), 219-231.
Zsolnai, L. (2004). The morality of economic man. European Business Review, 16(4), 449-454.