理財教育融入中小學課程的教學策略

Instructional Strategies for Integrating Financial Education into Elementary and Secondary School Curricula

黃美筠

《台灣教育》 659期 (2009/10) Pp. 14-23

https://doi.org/10.6395/TER.200910.0014

摘要

理財教育融入中小學課程的教學策略
近年來，許多新的公民教育內涵被提倡，理財教育即為其中之一。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的概念，則提供了教導學生理財技能更有效的方法。
此論文介紹兩種在課堂上理財教育的教學策略，這些策略的方法論其意涵可以用荀子的教育思想：「聞之不若見之，見之不若知之，知之不若行之，學至於行之而止矣。行之，明也」」來闡釋。讓學生從「做中學」，積極地在教學的過程中使用經濟推理來檢視理財的行為，他們才更有可能真正地了解所教導的理財概念，以及知道對他們而言這些概念為什麼是重要的。

關鍵字

理財教育 ； 中小學課程 ； 教學策略

並列摘要

Recently, financial education, one of new approaches to citizenship education has been promoted. 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 paper introduces two possible instructional strategies of financial education in the classroom. The philosophy behind the methodology of these strategies may be found in this Chinese proverb: ”I hear and I forget. I see and I remember. I do and I understand.” When students approach the study of financial issues by doing something that challenges them to use economic reasoning to examine financial behavior, they are more likely to truly understand the concept being taught and why it is important for them.

並列關鍵字

financial education ； elementary and secondary curricula ； instructional strategies