金融教育導入國中社團之創新課程的研發歷程

本研究旨在探討非金融專業背景人員以國中生為對象的創新金融教育課程研發歷程。探討課程研發者動機與心路歷程，以及課程研發過程中互動現象等問題，以做為未來課程研發參考之用。本研究採取個案研究法，針對五位研發者以訪談方式進行資料蒐集，運用錄音設備和會議紀錄來確定研究資料的可信性，並以三角檢定策略確定分析的真實性。經分析後研究結果如下：一、研發團隊的特色有： 1. 團隊成員皆為自願性參與、研發動機強、對彼此意見的接納度高，因此皆能面對困難，迎刃而解。 2. 團隊領導者的熱誠與聆聽能力感染了整個團隊氣氛，加上矛盾領導的方式，使成員更加地投入於研發課程中。 3. 研發團隊成員個性多元且願意以學習的態度接收他人建議適時調整課程，此特性有助於創新金融教育課程的研發。二、研發團隊的課程研發歷程與模式：課程以團隊自編為主，過程中該團隊落實共備研發模式，重視立即回饋修正架構，並且以學生中心的多元評量與教學法，提升教學品質。三、跨領域課程研發的發現：研發團隊成員雖非金融教育專業背景人員，但可以透過共備模式產出一套以國中生為對象的金融教育課程，其關鍵主要為課程研發者重視金融教育的態度，以及研發團隊中領導者的引導，再加上團隊嘗試透過自學或金融相關專業人士支援來增加金融專業的素養，得以掌握該課程的專業知識而完成研發工作。最終研究者依據研究結果針對實務工作者及後續研究提出建議。

關鍵字

創新課程研發團隊；課程研發歷程；研發模式

並列摘要

This research explored the research and development of an innovative financial education course made by the people who are not professionally trained in finance for middle school students. The research investigated the process, the motivation of the developers, and the interaction between the interviewer and interviewees to be the reference for the future course development. In the research, the case study method was adopted. Five people were interviewed for data collections with the use of recording device and meeting minutes to ensure the credibility of research information and the authenticity of the triangulation analysis. The results of this research are as follows: 1. The characteristics of the research and development team: （1）Team members all participated voluntarily, did research and made the development with high motivations, and highly accepted each others’ opinions; therefore, they could face the difficulty and resolve issues. （2）The leader of the team had the passion and good listening skills to influence the team and solved the issue of contradiction, making the members more involved in the research and development of the course. （3）All members had different personalities and learned to accept others’ suggestions willingly to make adjustments on the course, benefiting the research and development of the innovative financial education course. 2. The process and model of the course: the team wrote the course by researching and developing collaboratively and emphasizing on the feedback from each other to revise the framework of the course. The course is student-centered with multiple assessment methods and pedagogy to improve the quality of teaching. 3. The finding of interdisciplinary research and development of the course: even though the research and development team members were not professionally trained in finance, they worked collaboratively to develop a set of financial education course for middle school students. The key success was attributed to the developers focusing on financial education, the team leader’s guidance, and team members’ self-study in finance, and the assistance from financial experts who devoted their professional knowledge to the completion of the research and development of the course. At last, the researcher made suggestions to practitioners and the follow-up study, based on the research and development results.