理財教育融入國中課程教學成效之研究

Abstract

本研究旨在探究理財教育融入國中課程教學成效，研究者首先探討理財教育的意義及重要性，再對國內外中學理財教育課程內涵做探究與分析，同時挑選出符合我國國中學生的理財主題來融入本次理財教育課程，而本研究以「國民中學學生理財觀調查問卷」做為學生前後測評量之研究工具，研究對象為研究者任教之國中八、九年級各兩班學生，前後測問卷各發出138份來做理財教學前後測差異分析，最後，再藉由訪談參與實驗教學的十六位學生及十四位協同研究教師，來瞭解本次教學成效及對課程的相關建議，而根據研究發現，歸納本研究結論如下： 一、從學生前後測量化分析結果來看本次理財教育融入國中課程教學成效 （一）就整體而言，每一項理財教育主題的後測結果都高於前測結果，顯示透過理財教育課程的實施，對增進學生理財觀念是具有相當成效。 （二）就認知而言，透過理財教育的實施，對學生理財觀念的提昇相當有效，且適合八、九年級學生學習，不會造成學習上的困擾。 （三）就學習態度而言，在接受理財教育相關課程之後，學生對理財教育課程展現了相當濃厚的學習意願。 二、學生對融入各科理財教育課程教學的反應 （一）清楚各種不同的投資理財工具，且懂得如何聰明消費，更能妥善規劃零用錢的使用及珍惜物品。 （二）喜歡閱讀有關理財議題文章或看相關新聞的比例增加了，對理財態度有正向明顯的改變。 （三）會更加珍惜所擁有的物品，知道個人必須承擔理財的相關責任，並將課程中所學到的知識與技能應用在日常生活之中。 三、協同研究教師對課程及教學的看法 （一）理財教育課程可透過精心的設計，融入各學習領域中實施，教師認為是相當可行的做法，且覺得對自己本身理財觀念也有相當大的幫助。 （二）教師認為理財課程與生活相當貼近，且課程與平日上課又大為不同，學生配合度也較高，藉此可明確建立正確的理財觀念、理財責任和倫理關懷。 （三）讓學生擁有正確的理財觀念，才容易培養正確的理財行為，若有所偏差也容易導正，尤其藉由他人的實例或活動的參與，更容易反省及檢視自己的理財行為。The aim of this study was to investigate the effectiveness of integrated curriculum on the financial education in the junior high schools. First, the study explored the meaning and importance of financial education, and then it reviewed and analyzed the content of high school financial education curriculum in Taiwan and other countries. Subsequently, the researcher selected some financial subjects which suitable for Taiwan junior high school students to integrate into the experimental financial courses. The experimental curricula were carried out on eighth and ninth grade students in researcher’s school. There were 138 students responding to “Junior High School Students’ Perceptions of Managing Finances Questionnaire” before and after the experimental courses. Then, the study analyzed the differences between before and after these courses. Finally, 16 students and 14 teachers who participated in the experimental curriculums were interviewed. The data collected from questionnaires and interviews were analyzed quantitatively and qualitatively to evaluate the effectiveness of instructions and to understand relevant recommendations. Based on the findings, conclusions drawn from this study are as follows: 1.The study showed the effectiveness of the experimental financial course in junior high school from qualitatively analysis. (1) On the whole, the post-test scores are higher than the pre-test in every financial education theme. That shows financial education programs effectively promoted students’ concept of financial management. (2) With regard to students’ cognition, students learned and realized the importance of financial management. These courses were suitable for eighth and ninth grade students to learn, and the courses did not cause their learning difficulties. (3) As for students’ attitude towards learning, after taking the financial education programs, students expressed strong willingness to learn relevant financial courses.

2.The reaction of the students to the experimental curriculums. (1) Students indeed learned many different investment and financial management tools, and they knew how to be smart consumers. They could use their pocket money properly and value their items. (2) The students showed more interest in reading financial articles and watching relevant news. There were significant and positive changes of their attitude toward financial management. (3) Students learned to cherish their possessions more, and knew the relevant responsibility that every individual has to take. They also applied the knowledge and skill which learned from the courses into their daily life. 3.The views of the teachers who participated in this experimented curriculum. (1) Through carefully designed teaching plans of financial education, teachers could integrate these plans into various learning areas. They thought that was a very practical option and that also helped to enrich teachers’ concept of financial management. (2) Teachers thought the financial courses are close to our lives and different from normal courses, so that the students had interests and were more cooperative in classes. Those lessons could clearly establish the correct financial management concepts, financial responsibility and ethical concern. (3) If students had right concept of financial management, it was easy to develop appropriate financial behavior. When there is a deviation or misunderstanding, it is also easy to guide correct behavior. Especially, with the case of others or participation in activities, students would easier review and reflect on their financial management behavior.