理財教育融入國小課程教學成效之研究
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Date
2010-01-01
Authors
黃美筠
紀博棟
黃劍華
Journal Title
Journal ISSN
Volume Title
Publisher
國立金門技術學院( 國立金門大學)
Abstract
本研究進行理財課程在國小實施之實驗教學，目的在研發教材、教學策略與教學計畫，以瞭解課程如何能有效之實施及其影響因素。根據文獻探討顯示，在學校教導理財教育開啟了為學童準備好成為有能力的消費者與家庭資產管理者的過程。而透過學校的課程，例如數學、社會等科目傳遞理財教育之概念，則提供了教導學生理財技能更有效之方法。此等策略為理解理財概念提供了一個情境，增強了原數學、社會等科目之教導，使理財教育較不易因為預算或資源稀少的理由而被排擠於學校課程之外。而且，本研究以臺北縣某國小之五、六年級各兩班進行實驗教學，教學前後分別以研究者自編之「國民小學高年級學生理財觀調查問卷」進行施測，並於全部課程實施完畢後，針對參與實驗教學之四位教師與部分學生進行訪談。 研究結果發現：對五、六年級學生提供理財教育之相關課程並不會造成學習上的困擾，反而有助於所融入之其他學科的學習。而將理財教育課程融入社會學習領域中實施，是最可行之做法。至於學生「理財觀」前、後測結果之量化分析顯示，每一項理財教育主題之後測結果都高於前測結果，而且都達到統計顯著差異的水準。顯示透過理財教育課程的實施，對增進學生的理財觀念與理財素養是具有相當成效的。
This study focused the experimental teaching and learning of financial literacy in the elementary schools. The purposes were to research instructional materials, teaching strategies and curricula plans. And researchers wanted to inquire about how the curricula were implemented and what affected the implementation of the classroom teaching. According to the literature exploring, teaching financial education in schools starts the process of preparing children to become competent consumers and managers of household wealth. Conveying financial education concepts as part of core subjects such as math and social studies, offers an even more effective method for instilling financial skills in students. This type of approach provides a context for understanding personal finance concepts, enhances teaching of math and social studies, and makes financial education less susceptible to elimination because of budgetary reasons or scarce resources. And this study, the researcher carried out the instruction process on the financial education curriculum design and implementation, taking fifth and sixth graders as subjects and each grade has two classes at one elementary school in Taipei County. In the pre and post treatment phases, all the participants received the “Fifth and sixth graders’ money-management perspectives questionnaire” which was initiallydesigned by the researcher. After the treatment, four teachers and part of the participated students under this treatment were interviewed. The finding of implementation results of the financial education instruction indicated that integration of financial education into established curricula was not troublous while simultaneously facilitate their learning of other subject areas. And another findings were including integrating financial education courses into social studies area was the most practicable and effective approach. And as to the quantitative analysis on the pretest and posttest of students’ ‘money management perspectives’showed that the score of posttest outperformed the pretest at every financial education theme. And they were all statistical significantly differences which reflected that the effects on instructing financial education courses were beneficial to enhancing students’ money management perspectives.
This study focused the experimental teaching and learning of financial literacy in the elementary schools. The purposes were to research instructional materials, teaching strategies and curricula plans. And researchers wanted to inquire about how the curricula were implemented and what affected the implementation of the classroom teaching. According to the literature exploring, teaching financial education in schools starts the process of preparing children to become competent consumers and managers of household wealth. Conveying financial education concepts as part of core subjects such as math and social studies, offers an even more effective method for instilling financial skills in students. This type of approach provides a context for understanding personal finance concepts, enhances teaching of math and social studies, and makes financial education less susceptible to elimination because of budgetary reasons or scarce resources. And this study, the researcher carried out the instruction process on the financial education curriculum design and implementation, taking fifth and sixth graders as subjects and each grade has two classes at one elementary school in Taipei County. In the pre and post treatment phases, all the participants received the “Fifth and sixth graders’ money-management perspectives questionnaire” which was initiallydesigned by the researcher. After the treatment, four teachers and part of the participated students under this treatment were interviewed. The finding of implementation results of the financial education instruction indicated that integration of financial education into established curricula was not troublous while simultaneously facilitate their learning of other subject areas. And another findings were including integrating financial education courses into social studies area was the most practicable and effective approach. And as to the quantitative analysis on the pretest and posttest of students’ ‘money management perspectives’showed that the score of posttest outperformed the pretest at every financial education theme. And they were all statistical significantly differences which reflected that the effects on instructing financial education courses were beneficial to enhancing students’ money management perspectives.