從微世界觀點探討金融素養－以期貨知識向度為例

微世界就是要創造出一個能與現實狀況互動的環境，在這個仿真的環境中，以學習者為中心，讓學生具體的感受、體驗，進而學得知識與培育素養，此觀點已應用於自然、數學、程式設計、與員工訓練上，成效良好。本研究採用準實驗設計法，以期貨為教學與學習內容；實驗組教學採用微世界觀點，包括44位受試者，透過虛擬交易所模擬交易讓學生體會期貨交易；比較組則是採傳統講授教學法，共計29人；實驗過程包括前測、課程教學、實驗處理、與後測共12小時。研究結果顯示，實驗組的學習成效明顯優於比較組，而兩組的後測成績也皆優於前測。此外，透過師生間的交流與互動，知曉學生們除了期貨知識增長外，平日還會彼此討論、交流，能力與態度等金融素養也在滋長中。

關鍵字

微世界；期貨；虛擬交易所；金融素養

並列摘要

The microworld is to create an environment that can interact with the real world. In this simulation environment, let the students feel and experience, and then learn the knowledge and cultivate literacy. This view has been applied to nature, mathematics, programming, and employee training achieved good achievements. This study exploited quasi-experimental design method, with futures as the teaching and learning content. The experimental group teaching adopted the microworld view, being composed of 44 subjects, allowing students to experience real future market transactions through simulated transactional interactive concurrent system. The comparison group made use of conventional teaching methods and has a total of 29 people. The experimental process included pre-test, course teaching, experimental treatment, and post-test for a total of 12 hours. The results of the study revealed that the learning performances of the experimental group were significantly better than those of the comparison group, and the post-test achievements of the two groups were also better than those of the pretest. Besides, through the exchanges and interactions among teacher and students, we known that the growth of futures knowledge, students will also discuss and communicate with each other, and financial literacy such as ability and attitude will also progress.