Jump$tart理財教育課程綱要層級分析－以大學教授及臺北地區高中公民與社會科教師為例

An AHP Analysis of Jump$tart Financial Education Curriculum Guideline－Case Study of Professors and Civic and Society High-School Teachers in Taipei City and New Taipei City.

王薏茹(Wang Yi-Ju)

指導教授 ： 曾永清

國立臺灣師範大學/教育學院/公民教育與活動領導學系/碩士(2017年)

https://doi.org/10.6345/NTNU202203044

摘要

本研究旨在探討高中公民與社會科教師對於Jump$tart理財教育課程綱要的差異情形，和大學教授以及高中公民與社會科教師對於Jump$tart理財教育課程綱要的層級分析。為了以上的研究目的，本研究將針對大學教授及雙北市高中公民與社會科教師來問卷調查，並以層級分析法來進行分析，而其中雙北市高中公民與社會科教師除了層級分析法外，還會另外進行t 考驗以及單因子變異數分析的差異情形分析。
　　本研究結果如下：
一、在影響高中公民與社會科教師對於Jump$tart理財教育課程綱要重要性排序的背景變項上，僅有學校地區的風險管理與保險上有顯著差異，其餘的變項均無顯著差異。
二、大學教授和高中公民與社會科教師針對Jump$tart理財教育課程綱要之六大主題重要性排序上皆認為「消費和儲蓄」是最重要的，也都認為「信用與債務」，「投資行為」重要性較低。
三、在Jump$tart理財教育課程綱要整體課程標準中，高中公民與社會科教師排序的前三名為「探討工作和職業的各種選擇」、「發展一份消費和儲蓄的計畫」，「辨認常見的風險類型和其基本管理方法」；而大學教授排序前三名為「應用消費技能，做出正確消費和儲蓄決策」、「探討工作和職業的各種選擇」，「辨認常見的風險類型和其基本管理方法」。

關鍵字

理財教育 ； 層級分析法 ； Jump$tart理財課程綱要

並列摘要

The purposes of this study were to explore the differences between the Civic and Society high-school teachers’ perceptions for the Jump$tart financial education curriculum guideline. And utilizing the analytical hierarchy process to analyze the Jump$tart financial education curriculum guideline in professors and Civic and Society high-school teachers. In order to achieve the investigation’ goals, questionnaires were issued to professors and Civic and Society high-school teachers in Taipei City and New Taipei City, and would be analyzed by AHP method. In addition to the utilization of AHP method , the t-test and ANOVA would be implemented to the the Civic and Society high-school teachers in variance analysis.
　　The major findings of this study were summarized as follows:
1.The variance analysis of the Civic and Society high-school teachers’ background variables of Jump$tart financial education curriculum guideline shows no significant difference except for the Risk Management and Insurance of the School Area.
2.For the Jump$tart financial education curriculum guideline of the six topics, Professors and Civic and Society high-school teachers are all considered “Spending and Saving” is the most important section, and “Credit and Debt”, “Investing” are less important topic.
3.In associated with the overall curriculum standard of Jump$tart financial education curriculum guideline, Civic and Society high-school teachers recognized that “Explore job and career options,” “Develop a plan for spending and saving,” and “Identify common types of risks and basic risk management method” are the top three considering curriculums. While the university’s professors believed that the priority of the curriculums should be “Apply consumer skills to spending and saving decisions,” “Explore job and career options,” and “Identify common types of risks and basic risk management method.”

並列關鍵字

Analytical Hierarchy Process ； Financial Education ； Jump$tart Financial Curriculum Guidelines

參考文獻

黃劍華（2009）。理財教育融入國小課程之策略與實施之研究（未出版之博士論文）。國立臺灣師範大學，臺北市。

一、中文部分：

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方珮馨（2013）。金管會「金融基礎教育學習架構」融入高中公民與社會科課程之行動研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。

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