問題導向學習對軍校生理財素養的教學成效探討

隨著科技發展與經濟環境的改變影響了人們對金錢管理的決策行為，在軍校理財環境不便與財務低素養的情況下，更應該發展積極介入的學習方式以加強理財素養。本研究以問題導向學習教學（PBL）理財實作式學習體現理論應用，為培育理財素養課程「財務管理」注入理論與實務的教學模式，以行動研究法不斷透過學習回饋進行教學修正，以提升教師課程與教學專業能力，並透過問卷調查與理財素養測驗結果，顯示獲得正向的學習成效，體現師生共學的雙重效能。本研究不僅使教師教學增能，多元教學提高學生學習動力，培養未來經濟生活解決問題的能力，研究成果可提供軍校教育作為現代教育的教學設計參考。

關鍵字

軍校教育；師生共學；理財素養；問題導向學習法

並列摘要

With the development of science and technology and the change of economic environment, people change the decision-making on financial behavior. Cadets have insufficient financial knowledge and the lack of inconvenient financial environment when they face the modern and innovative financial environment and the products. This situation causes a relatively low opportunity to accumulate wealth. Besides, with coupled the social phenomenon of decreasing birth rate and aging society, the pension system is changed and the structural of social welfare is adjusted. For soldiers with a simple and fixed financial source, how to acquire financial skills during the study period, to establish correct financial behaviors, and to avoid financial difficulties due to incorrect financial concepts. The cadet can even commit illegal acts that endanger oneself, the school, or the society. When the above behavior is serious, it will lead the cadet to leaving the school or military post. This is not conducive to the organizational development and the task training of military personnel development that can weaken the defense capabilities of the national defense force. In order to enable the soldiers to make correct and effective financial behavior to enrich their life-long economic welfare, it is more important to develop active intervention teaching strategies to enhance learning effectiveness and financial literacy. Military education has its particularity and purpose, compared to other civilian schools. The curriculum design and teaching methods have special needs, but the educational objectives are the same as those of general university education. In order to improve the impact of rigid education in the military academy on students' learning motivation and effectiveness, it is necessary to change the teachers' teaching strategies with resilient mindset, and to expand teaching horizons and learning circles, as well as the models of teaching concepts under new trends which is student-centered teaching method in order to improve the learning effectiveness from the students. Through the collaborative teaching peers, the teachers can redefine a new teaching enthusiasm and its strength. With team teaching to support knowledge and practice in the field of science and technology, the design of curriculum content can be expanded in the field of learning, and link the application of science and technology education literacy. In the limited teaching resources, the time, and the different financial conditions, the teachers can not only effectively achieve the teaching goal of deepening students' financial literacy, but also become a positive relationship between teachers and students in the future, to achieve the educational concept of teachers and students learning together. Financial literacy is an indicator of the ability to continuously learn and accumulate experience to solve financial problems. Although military academies have different financial conditions and experiences, under the relatively closed workplace environment of military personnel and the predicament of military academy education, the development and teaching of financial literacy Impact studies are rare. Although the teaching effect of problem-based learning (PBL)and collaborative teaching has been paid attention to, it is very difficult to implement due to the time pressure and administrative restrictions of students in the educational environment of military academies. Therefore, this study attempts to understand whether the learning of financial literacy will be different under this teaching design due to different backgrounds and salary conditions. Using the action research method to record various teaching activities and feedback as a research sample, the questions discussed are as follows: (1) Whether the integrated curriculum design that implements the concept of "teacher-student co-learning" can improve the learning effectiveness from the students. (2) Whether the integrated curriculum design that implements the concept of "teacher-student co-learning" is different due to the differences in the learning outcomes from the students. Through questionnaire results from military alumni and teachers and students, to search the whole financial management problems in curriculum theme, can in time shortage of teaching time in the most vital topic arousing students' learning motivation and interest. The students cooperate with the teacher's problem guidance and the interdisciplinary cooperation with practical learning to carry out the problem-solving plans in hands-on learning operations. It injects the integration of theory and practice into the curriculum design and practice of financial literacy training course on "Financial Management". The research scope of the teaching plan is to implement the records and achievements between the teachers and students in the process of teaching activities. The students part includes the formation of problem-oriented topics on feedback basis from the army alumni, the implementation of practical learning, class experience, lecture experience, feedback, satisfaction survey, and the results of pre- and post-literacy tests. The teacher part includes teacher's curriculum design, the teaching content of cross-field collaboration and its implementation, and the experiences from the teaching teachers and collaborative teachers. Statistical analysis was carried out on the questionnaire survey and the financial literacy test results at the end of the term. It is significant that the post-test scores of the whole class were higher than pre-test scores. It means that the implementation of teaching activities achieves the teaching goals which was designed to improve students' financial literacy and positive learning results, reflecting the dual effectiveness of teacher-student co-learning. In addition, the results of the study also confirmed that the learning effect of this integrated course did not differ due to different origins. This research constructs a collaborative model that integrates curriculum design, which not only empowers teachers' teaching, but also improves students' learning motivation through multiple teaching, and cultivates the ability to solve problems in future economic life. The research results can not only be used as one of the empirical research results of military financial literacy education, but also can be used as a reference for military units to establish lifelong financial planning training for military personnel, and can also provide a reference for military school education to optimize teaching design and improve learning effectiveness. This study puts forward the follow-up teaching activities and design improvement practices as follows: (1) Course topics that consider students' practical needs. (2) Teaching methods that match students' characteristics and learning conditions. (3) Teaching design based on the experience and opinions of army alumni. (4) Continue to strengthen cross-domain collaborative teaching methods. (5) Continue to expand the co-learning spirit of teachers and students. Suggestions: (1) Improvement of the teaching environment and restrictions of military academies. (2) The early development of financial knowledge and literacy of military students. (3) Simplification and improvement of teaching questionnaires and feedback methods. (4) Encourage the implementation of teaching practice plans to promote teacher empowerment. (5) Linking financial and economic education to practice the spirit of liberal arts and general education. Although "Financial Management" is not a general subject, it can be strengthened the implementation of ethics education and workplace literacy, through the process of financial literacy education, such as not selling financial products or colleagues lending. Besides, it can be implemented in practicing liberal arts in general education and caring for society, linking financial, ethical and legal education related materials. The teaching practice improves students' ability to achieve a better life through literacy training in professional subjects which is the same as the spiritual purpose of general education. The teaching design can be provided as a reference on general courses.

並列關鍵字

military education ； teacher-student co-learning ； financial literacy ； problem based learning

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