理財教育教學成效之研究-以國小五年級學童為例

本論文研究旨在探討理財教育融入國小正式課程的教學成效，以了解理財教育融入教學對學童的理財知識、金錢價值觀及理財技能的影響。本研究採實驗研究法，以國小五年級兩組學童為研究對象，一組為實驗組，另一組為控制組，每組學童為二十九人；實施為期七週十七節課的實驗教學，實驗組為理財教育融入正式課程教學，採用自編理財教育統整教材，控制組採未融入理財教育的一般傳統課程教學。研究工具為自編「國小五年級學童之理財教育教學成效前測、後測卷」，以獨立樣本T檢定和描述性統計分析，並輔以學生學習回饋單、研究者課後教學省思及教師訪談等質性資料，據以考驗實驗教學的學習成效。所得之研究結果為：(一)實驗課程教學對理財教育融入教學有顯著差異，具教學成效；(二) 透過觀察、教師訪談與回饋單填寫，歸納出學童對理財教育融入教學持正向積極學習態度； (三) 透過教學省思，實施理財教育融入教學有益於研究者專業成長。

關鍵字

理財教育；理財知識；理財技能；金錢價值觀

並列摘要

The purpose of this study is to explore the effectiveness of teaching financial education at an elementary school. The three variables on knowledge,money management skills , and money values behaviors were taught to fifth grade students for a total of 17 class hours and were evaluated by using a experimental approach. The class taught (i.e. the experimental group) was compared with a class taught in a conventional instruction (i.e. the control group). Each group had 29 students. The teacher integrated several financial topics into a package of teaching materials. A statistical analysis was implemented to evaluate the results of a questionnaire. Independent sample t-test. In addition, teacher observation record, reflections after class, and student feedback were used to facilitate and interpret the effectiveness of teaching with financial education. The study concluded the following: (1) the effectiveness of teaching financial education is significant; (2) in comparison with conventional teaching method, teaching with financial education is better on knowledge. (3) by means of an observation record, teacher reflections, and student feedback, teaching with financial education is positive for active learning.