美国中小学财经课程的结构特征、保障机制及启示*

摘要/Abstract

摘要：

财经素养是中小学生能像财经学家一样思考,适应未来财经生活所具备的综合品质,高质量的财经课程对系统地培育中小学生财经素养有重要作用。美国中小学财经课程内部形成统整化的体系结构。课程目标突出财经知识与决策能力的同步提升,课程内容以六类主题统整进阶,课程实施以项目式、渗透式与开放式进行,课程评价以决策为导向进行多元评价。此外,课程外部形成有效的保障机制。以法律制度确保课程的核心地位,以家庭教育赋予儿童学习课程的初体验,以社会机构的深度参与为课程建设提供智力支持,以一体化培训保障课程实施的专业师资。据此,内外部双管齐下的成功经验对我国财经课程建设具有借鉴价值。我国应核准自身定位、完善特色化的课程体系,聚焦主题意义、凸显素养化的未来立意,调动各方资源、协同系统化的保障机制。

关键词: 财经素养, 美国, 中小学, 财经课程

Abstract:

Financial literacy means that primary and middle school students can think like financial experts and adapt to the comprehensive qualities of future financial life. High quality financial curriculums play an important role in systematically cultivating primary and secondary school students’ financial literacy. A unified system structure is formed within the financial curriculum of American primary and secondary schools. The curriculum objectives highlight the simultaneous improvement of financial knowledge and decision making ability. The curriculum content is integrated and advanced in six categories. The curriculum implementation is carried out in a project based, penetrating and open ended manner. The curriculum evaluation is based on decision making for multiple evaluations. In addition, an effective guarantee mechanism is formed outside the curriculum. The legal system is used to ensure the core position of the curriculum, family education is used to give children the first experience of learning the curriculum, the in depth participation of social institutions provides intellectual support for the construction of the curriculum, and the professional teachers for the implementation of the curriculum are guaranteed by integrated training. According to this, the successful experience of internal and external two pronged approach has reference value for the construction of China’s finance and economics curriculum. China should approve its own positioning, improve its characteristic curriculum system, focus on the meaning of the theme, highlight the future concept of literacy, mobilize resources from all parties, and coordinate a systematic guarantee mechanism.

Key words: financial literacy, the United States, primary and secondary schools, financial curriculum

中图分类号:

G649.1

闫晓萍, 何云峰. 美国中小学财经课程的结构特征、保障机制及启示^*[J]. 教育科学, 2021, 37(5): 80-87.

Yan Xiaoping, He Yunfeng. The Structural Features, Guarantee Mechanism and Enlightenment of the Finance and Economics Curriculum in the US Primary and Secondary Schools[J]. Education Science, 2021, 37(5): 80-87.

图/表 3

表1

财经课程收入主题的目标设置[7]"

年级	四		八		十二
目标维度	知识	应用	知识	应用	知识	应用
阶段目标	在四年级结束时,学生将知道	四年级结束时,学生能够使用这些知识	在八年级结束时,学生在了解此标准的四年级基准之上,进一步知道	八年级结束时,学生能够使用这些知识	在十二年级结束时,学生在了解此标准的四年级和八年级基准之上,进一步知道	在十二年级结束时,学生能够使用这些知识
目标具化 (以1~ 3为例)	1.选择不同类型的工作,需要不同的技能 2. 被雇佣可以获得收入 3. 工人以不同的方式获得工资	1.列出不同类型的工作,描述与其相关的技能 2. 分析雇主为什么愿意付钱给人做他们的工作 3. 分析如何向女服务员、老师和房地产经纪人付款	1.职业是长期从事一专业的工作。不同的职业需要不同的教育与培训 2. 一生中会做出很多影响收入和工作机会的决定,如教育 3. 教育和学习新工作技能可增加个人人力资本与生产力	1.采访个人,并创建一个时间表,显示随着个人在职业生涯的不同阶段发展而产生的教育、培训和工作经验 2. 对特定职业进行研究。描述该领域中的个人在其一生中可能做出的教育、工作或职业决定,并说明这将如何影响他们的收入和工作机会 3. 说明参加保姆课或接受救生员培训如何提高年轻人的人力资本或生产力	1.人们根据他们期望获得的收入和期望获得的福利(例如健康保险或退休计划)选择自己有资格的工作或职业 2. 人们根据非收入因素(例如工作满意度、独立性、风险、家庭或社会地位)选择满足资格要求的工作或职业 3. 人们通常愿意获得更多样化的教育或培训,这样以获得未来可能的利益,但也会增加一些直接成本。如果享受不到教育和培训的未来利益,就可能会导致某些人不再相信教育和培训会有更高的回报率	1.进行研究并罗列出可能的收入和员工福利包,假设福利包会由不同的公司、政府机构或非营利组织采纳,供某个职业中的新员工使用。分析工人可能会选择哪些福利 2. 采访三个从事不同工作的人,找出影响其职业或工作选择的非收入因素 3. 分析人们在瞬息万变的劳动力市场中等待就业或计划未来的意愿如何影响他们选择获得更多的教育或职业培训。推测高中生如何评估上大学的未来利益,并描述该评估将如何影响学生上大学的抉择

表1

图1

表2

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	四年级	八年级	十二年级	合计
收入	9	11	8	28(19.4%)
消费	7	6	7	20(13.9%)
储蓄	6	9	8	23(16.0%)
信贷	4	8	13	25(17.3%)
金融投资	2	7	13	22(15.3%)
风险管理和保险	4	8	14	26(18.1%)
求和	32 (22.2%)	49 (34.0%)	63 (43.8%)	144 (100.0%)