發(fā)布時(shí)間：2018-05-12 11:27

  本文選題：小學(xué)高年段 + 理財(cái)校本課程�。� 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：隨著世界理財(cái)教育研究的推進(jìn)、理財(cái)課程研發(fā)速度的加快,國(guó)內(nèi)理財(cái)教育仍缺乏系統(tǒng)性研究。在大力倡導(dǎo)素質(zhì)教育的今天,理財(cái)教育應(yīng)是基礎(chǔ)教育階段的重要組成部分,也是形成公民財(cái)經(jīng)素養(yǎng)的重要途徑。為了豐富理財(cái)校本課程開(kāi)發(fā)的理論與實(shí)踐,提高理財(cái)校本課程開(kāi)發(fā)的有效性,嘗試構(gòu)建較為完整的理財(cái)校本課程框架、形成一套可操作性的理財(cái)校本課程指南十分必要,從而促進(jìn)小學(xué)生理財(cái)意識(shí)和理財(cái)觀念的形成,培養(yǎng)良好的理財(cái)行為習(xí)慣,提高小學(xué)生財(cái)經(jīng)素養(yǎng)水平。通過(guò)對(duì)小學(xué)高年段學(xué)生財(cái)經(jīng)素養(yǎng)現(xiàn)狀進(jìn)行調(diào)查以及對(duì)已有學(xué)校理財(cái)校本課程開(kāi)發(fā)實(shí)際情況考查,旨在回答如下四個(gè)問(wèn)題:當(dāng)前小學(xué)生財(cái)經(jīng)素養(yǎng)現(xiàn)狀如何?現(xiàn)有的理財(cái)校本課程在開(kāi)發(fā)與實(shí)施方面有哪些不足?理財(cái)校本課程開(kāi)發(fā)有哪些理論依據(jù)?如何針對(duì)存在的問(wèn)題合理開(kāi)發(fā)理財(cái)校本課程?基于上述考量,通過(guò)問(wèn)卷、訪談、文本分析等方法從兩方面為小學(xué)理財(cái)校本課程開(kāi)發(fā)做前期調(diào)查研究。一是通過(guò)問(wèn)卷調(diào)查法對(duì)小學(xué)高年段學(xué)生財(cái)經(jīng)素養(yǎng)現(xiàn)狀調(diào)查;二是調(diào)查小學(xué)高年段理財(cái)校本課程開(kāi)發(fā)的實(shí)施情況,分析現(xiàn)有的理財(cái)校本課程開(kāi)發(fā)和實(shí)施過(guò)程中存在的現(xiàn)實(shí)問(wèn)題。三是在此基礎(chǔ)上,對(duì)理財(cái)校本課程開(kāi)發(fā)進(jìn)行理論思考,包括理財(cái)校本課程的取向和類型、理財(cái)校本課程開(kāi)發(fā)的準(zhǔn)備工作、理財(cái)校本課程開(kāi)發(fā)的基本程序與方案設(shè)計(jì);同時(shí),還提出理財(cái)校本課程開(kāi)發(fā)的基本理念與價(jià)值追求。四是依據(jù)理財(cái)校本課程開(kāi)發(fā)的主要環(huán)節(jié),對(duì)理財(cái)校本課程性質(zhì)進(jìn)行探討;依據(jù)三維目標(biāo)體系并結(jié)合理財(cái)校本課程的自身屬性構(gòu)建理財(cái)課程的總目標(biāo)與分目標(biāo);從社會(huì)發(fā)展、學(xué)生需求和理財(cái)課程本身對(duì)理財(cái)校本課程的內(nèi)容進(jìn)行設(shè)計(jì);從課程實(shí)施準(zhǔn)備階段、教學(xué)過(guò)程進(jìn)行階段對(duì)理財(cái)校本課程實(shí)施進(jìn)行論述;提出學(xué)生學(xué)業(yè)評(píng)價(jià)、教師教學(xué)評(píng)價(jià)和課程本身評(píng)價(jià)的理財(cái)校本課程評(píng)價(jià)體系。最后,得出如下研究結(jié)論:一是小學(xué)高年段學(xué)生財(cái)經(jīng)素養(yǎng)缺乏內(nèi)在一致性、部分學(xué)生對(duì)金錢價(jià)值觀缺乏理性認(rèn)識(shí)、小學(xué)高年段學(xué)生財(cái)經(jīng)素養(yǎng)可塑空間大等,因此,發(fā)揮理財(cái)校本課程載體功能滿足學(xué)生財(cái)經(jīng)素養(yǎng)現(xiàn)實(shí)需要;二是已有的理財(cái)校本課程開(kāi)發(fā)存在課程資料稀缺、課時(shí)安排不合理、教學(xué)內(nèi)容重知識(shí)傳授、課程研討形式單一、專門師資力量不足問(wèn)題,學(xué)校理財(cái)校本課程開(kāi)發(fā)應(yīng)充分挖掘自身優(yōu)勢(shì)改進(jìn)不足;三是做好理財(cái)校本課程開(kāi)發(fā)前期準(zhǔn)備,包括對(duì)理財(cái)校本課程取向、類型、理念與價(jià)值的定位;四是實(shí)踐中應(yīng)全方位提升理財(cái)校本課程開(kāi)發(fā)的有效性,包括明確理財(cái)教育目標(biāo)、確保理財(cái)校本課程內(nèi)容選擇的適切性、處理好理財(cái)校本課程各資源間的關(guān)系。
[Abstract]:With the development of financial education in the world and the rapid development of financial management curriculum, there is still a lack of systematic research on financial education in China. Today, when quality education is advocated, financial management education should be an important part of basic education and an important way to form citizens' financial literacy. In order to enrich the theory and practice of financial management school-based curriculum development and improve the effectiveness of financial school-based curriculum development, it is necessary to try to construct a relatively complete financial school-based curriculum framework and form a set of operable school-based financial management curriculum guidelines. In order to promote the formation of financial management awareness and financial management concept of primary school students, cultivate good financial behavior habits, improve the financial literacy of primary school students. Through the investigation of the current financial literacy of the senior students in primary schools and the actual situation of the development of the school-based curriculum of financial management in the existing schools, the paper aims to answer the following four questions: what is the current situation of the financial literacy of primary school students? What are the deficiencies in the development and implementation of the existing school-based financial management curriculum? What is the theoretical basis for financial management school-based curriculum development? How to develop the school-based financial management curriculum in view of the existing problems? Based on the above considerations, this paper makes a preliminary investigation on the school-based curriculum development of primary school finance from two aspects, such as questionnaire, interview and text analysis. The first is to investigate the present situation of financial literacy of senior students in primary school by questionnaire, the other is to investigate the implementation of school-based financial curriculum development in primary school, and to analyze the practical problems in the course of development and implementation of school-based financial management curriculum. Thirdly, on the basis of this, the author thinks about the financial management school-based curriculum development theoretically, including the orientation and type of the financial school-based curriculum, the preparation work of the financial management school-based curriculum development, the basic procedure and scheme design of the financial management school-based curriculum development, at the same time, It also puts forward the basic idea and value pursuit of the school-based curriculum development of financial management. The fourth is to discuss the nature of school-based financial management curriculum according to the main links of financial management school-based curriculum development; according to the three-dimensional objective system and combined with the attributes of financial school-based curriculum to build the overall objectives and sub-objectives of the financial management curriculum; from the social development, The content of the school-based financial management curriculum is designed by the students' needs and the financial management curriculum itself; the implementation of the school-based financial management curriculum is discussed from the stage of the course implementation preparation and the teaching process; the students' academic evaluation is put forward. The school-based curriculum evaluation system of teachers' teaching evaluation and curriculum itself evaluation. Finally, the following conclusions are drawn: first, the financial literacy of the students in the senior stage of primary school lacks internal consistency, some students lack rational understanding of the value of money, and the financial literacy of the students in the senior stage of primary school has a large space to change, so, Second, the existing financial management school-based curriculum development exists in the scarcity of course materials, the unreasonable arrangement of class hours, the emphasis on the teaching content of knowledge transfer, the single form of curriculum discussion, the development of financial management school-based curriculum to meet the needs of students' financial literacy. The problem of the shortage of specialized teachers, the development of school-based curriculum of school financial management should fully exploit its own advantages and disadvantages, third is to prepare for the development of school-based curriculum of financial management, including the orientation, type, concept and value of the school-based curriculum of financial management. Fourth, in practice, we should improve the effectiveness of the school-based financial management curriculum development, including clear financial education objectives, ensure the appropriate choice of financial management school-based curriculum content, and deal with the relationship between the resources of the school-based financial management curriculum.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G622.3

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