بررسی مولفه های آموزش سواد مالی در پایه ششم ابتدایی از منظر اهداف تربیت مالی در سند تحول بنیادین بر اساس الگوی تایلر
محورهای موضوعی : برنامه درسیزهرا صدفی طهرانی 1 , معصومه السادات ابطحی 2 , عزت الله نادری 3 , مریم سیف نراقی 4
1 - دانشجوی دکتری، گروه علوم تربیتی، واحد علوم و تحقیقات تهران، دانشگاه آزاد اسلامی، تهران، ایران
2 - گروه علوم تربیتی، واحد علوم و تحقیقات تهران، دانشگاه آزاد اسلامی، تهران، ایران
3 - گروه علوم تربیتی، واحد علوم و تحقیقات تهران، دانشگاه آزاد اسلامی، تهران، ایران
4 - گروه علوم تربیتی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
کلید واژه: سواد مالی , مالیه شخصی, آموزش مالی, تحلیل مضمون, دوره ابتدایی.,
چکیده مقاله :
هدف این مطالعه،بررسی مولفه های آموزش"سواد مالی"در پایه ششم دبستان بر اساس الگوی برنامه درسی تایلر و سند تحول بنیادین بوده است.روش پژوهش کیفی و مشارکت کنندگان در این تحقیق 10 نفر از متخصصان در سه حوزه برنامه درسی، مالی و روانشناسی تربیتی بودند.برای گردآوری داده‌ها از مصاحبه نیمه ساختار یافته استفاده گردید. مصاحبه های مکتوب شده با استفاده از روش تحلیل مضمون تجزیه و تحلیل شدند . جهت اعتبار تحقیق، معیار لینکلن و گابا مورد استفاده شد. نتایج پژوهش نشان داد مولفه های موثر در آموزش سواد مالی در پایه ششم ابتدایی در بعد هدف¬های آموزشی شامل 2 مضمون فراگیر اخلاق مداری اجتماعی - مالی و فرهنگ سازی مالی با 4 مضمون سازمان دهنده و 14 مضمون پایه،در بعد محتوا، شامل 2 مضمون فراگیر برنامه آموزش سواد مالی و آموزش مهارت های رفتاری و روانی با 8 مضمون سازمان دهنده و 60 مضمون پایه و در بعد ساماندهی تجارب یاددهی-یادگیری شامل 1مضمون فراگیر توجه به عوامل محیطی و اجتماعی با 2مضمون سازمان دهنده و 10 مضمون پایه و در بعد ارزشیابی تجارب یادگیری شامل 1 مضمون فراگیر توجه به روش های متنوع و متناسب ارزیابی موثر و انگیزشی با 2 مضمون سازمان دهنده و 20 مضمون پایه بود.
The purpose of this study was to examine the components of "financial literacy" education in the sixth grade of elementary school based on the Tyler curriculum model and the fundamental change document. were educational psychology. A semi-structured interview was used to collect data. Written interviews were analyzed using thematic analysis method. For the validity of the research, Lincoln and GABA criteria were used. The results of the research showed that the effective components in teaching financial literacy in the sixth grade of elementary school in the dimension of educational goals include 2 comprehensive themes of social-financial ethics and financial culture with 4 organizing themes and 14 basic themes, in the content dimension, including 2 The comprehensive theme of the financial literacy training program and the training of behavioral and psychological skills with 8 organizing themes and 60 basic themes and in the dimension of organizing teaching-learning experiences including 1 comprehensive theme of attention to environmental and social factors with 2 organizing themes and 10 basic themes and in the dimension The evaluation of learning experiences included 1 comprehensive theme of attention to diverse and appropriate methods of effective and motivational evaluation with 2 organizing themes and 20 basic themes
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