國小社會科教師於理財教育課程綱要的層級分析–以台北地區為例

Abstract

本研究旨在探討我國國小社會科教師對於理財教育課綱之重要性排序分析。首先，透過文獻分析來探討各國的理財課程，並參考美國 Jump$tart 聯盟所發展理財教育課綱設計問卷，再以層級分析法來統整，雙北國小社會科教師對於國小理財課綱之意見。此外，還會以 T 考驗與變異數來進行不同背景變項的重要性排序的差異分析，以提供未來理財教育課程做參考。 本研究結論如下： 一、在影響國小社會科教師對於理財教育課程綱要重要陸排序的背景變項上，僅在「就業與所得」主題中的性別及「投資行為」主題中的服務學校地區有顯著差異，其餘的變項皆無顯著差異。 二、台北市與新北市教師對於理財教育課程綱要之六大主題重要性排序皆認為「消費和儲蓄」最重要，其次依序為「就業與所得」、「信用與債務」、「理財決策」。 三、在理財教育課程綱要整體課程標準中，新北市社會科教師排序的前三名為「主題一：消費與儲蓄」中的「發展一份消費和儲蓄的計畫」；其次是「主題三：就業與所得」中的「探討工作和職業的各種選擇」；第三名也是「主題三：就業與所得」中的「比較個人收入和補償金的各種來源」；而北市國小社會科教師前二名標準與新北相同，第三才是「主題一：消費與儲蓄」中的「應用消費技能做出正確消費和儲蓄決策」。 最後，根據結果期望從事國小理財教育的老師與機關，能以排名前三的理財主題與標準作為學習核心，來發展適合國小的理財課程。The purpose of this study is to integrate the opinions of social studies teachers in elementary school on the priority of the importance of financial education curriculum guidelines. First, this study explores financial education courses in various countries through literature analysis, and takes the United States Jump$tart Coalition in 2015 as reference to design questionnaires. Second, the research uses the AHP to analyze the perceptions of social studies teachers from elementary schools of Taipei area on the financial education curriculum guidelines.Additionally, the social studies teachers with different background variables were analyzed using T-test and ANOVA tests. The conclusions of the study are summarized as follows: 1. The variance analysis of the social studies teachers from elementary schools'background variables of Jump$tart financial education curriculum guideline shows no significant difference except for the “Employment and Income of the Sex” and the “Investing” of the School Area. 2. For the Jump$tart financial education curriculum guideline of the six topics, the social studies teachers from elementary schools of Taipei area all considered "Spending and Saving" as the most important theme, whereas " Employment and Income "," Credit and Debt "," Financial Decision Making" are considered as less important topics. 3. In association with the overall curriculum standard of Jump$tart financial education curriculum guideline, the social studies teachers from elementary schools in New Taipei city recognized that “Develop a plan for spending and saving of the topic 1,” “Explore job and career options of the topic 3,” and “Compare the sources of personal income and compensation of the topic 3” are the top three important curriculums. While the top two most important standards ranked by the social studies teachers from elementary school in Taipei city are the same as those in New Taipei city, “Apply consumer skills to spending and saving decisions of the topic 1 ” takes the third place. Finally, based on the research conclusions, teachers who teaches financial education in elementary school and other related institutions are expected to engage in the management of using the top three financial themes and standards as the learning core to develop a financial curriculum suitable for elementary school students.