طراحی الگوی برنامه درسی سواد مالی در دوره ابتدایی

محورهای موضوعی : آموزش و پرورش

خدیجه جمشیدی مقدم ¹ (دانش‌ آموخته دکتری برنامه‌ریزی درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران)
مرجان کیان ² (دانشیار برنامه‌ریزی درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران)
مسعود گرامی پور ³ (دانشیار سنجش و اندازه‌گیری، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران)
سید احسان خاندوزی ⁴ (استادیار اقتصاد اسلامی، دانشکده اقتصاد، دانشگاه علامه طباطبایی، تهران، ایران)

تاریخ دریافت : 1399/08/01 تاریخ پذیرش : 1399/11/06 تاریخ انتشار : 1401/06/01

کلید واژه: برنامه درسی, دوره ابتدایی, رویکرد کیفی, طراحی الگو, سواد مالی,

چکیده مقاله :

مقدمه و هدف: مهارت­های مالی در سنین کودکی شکل می­گیرد و آموزش مالی بهترین روش توسعه این مهارت مهم زندگی جهت آماده­سازی کودکان برای ورود به دنیای سواد مالی است، با این وجود، حوزه سواد مالی در برنامه درسی مورد بی­توجهی قرار گرفته است، لذا هدف پژوهش طراحی الگوی برنامه درسی در دوره ابتدایی است. روش شناسی پژوهش: در این  پارادایم پژوهش کیفی و به شیوه سنتزپژوهی با تکنیک تحلیل محتوا و فراترکیب انجام شد. جامعه پژوهش شامل کلسه منابع چاپی و الکترونیکی در زمینه موضوع پژوهش مربوط به سال­هاس 1385 تا 1399 و 2005 تا 2020 بود که بر اساس نمونه­گیری هدفمند 114 منبع شامل اسناد، کتاب و مقالات ملی و بین­المللی، از پایگاه­های اطلاعاتی معتبر انتخاب گرید. داده­ها به شیوه کدگذاری و با استفاده از نرم­افزار اطلس تی تجزیه و تحلیل شد. اعتبارسنجی الگوی طراحی شده با بهره­گیری از دو تکنیک اعتبارپذیری و قابلیت اعتماد انجام گردید. یافته ­ها: فعالیت یافته­ها نشان داد براساس 7 بعد کلی 32 مقوله استخراج گردید. این جستار منجر به ترسیم الگوی برنامه درسی سواد مالی، حول سه محور مبانی فلسفی، جامعه­شناختی و روانشناختی و عناصر چهراگانه هدف، محتوا، فعالیت­های یادگیری و روش­های ارزشیابی گردید. بحث و نتیجه­ گیری: براساس یافته­های سواد مالی با نظر به مسائل اقتصادی کشور، یکی از حلقه­های مفقوده برنامه درسی دوره ابتدایی بوده و آموزش بنیادی مالی ضروری است. نتایج حاصل از این پژوهش می­تواند در بازنگری برنامه درسی دوره ابتدایی و تدوین برنامه­های توسعه حرفه­ای معلمان مورد توجه سیاست گذاران، برنامه­ریزان و دست­اندرکاران تعلیم و تربیت قرار گیرد و به ذی­نفعان و متولیان آموزشی در شناخت عمیق نشانگان تربیت مالی یادگیرندگان کمک شایانی کند.

چکیده انگلیسی:

Introduction: Financial skills are formed in childhood and financial education is the best way of developing this important skill of life to make children ready for the entrance into the present world. However, this field has not been paid attention to in school curriculum .Hence, The purpose of this research is to design a financial literacy curriculum model to be used for the elementary school research methodology: The paradigm of research is qualitative and was conducted, through research synthesis method, by content analysis and meta-synthesis techniques. The research population included the whole print and electronic sources related to the subject of the research produced between the years 1385 and 1399  (i.e. from 2005 to 2020). This population was chosen by a purposeful sampling of 114 sources including national and international documents, books and articles taken from authentic databases. Qualitative data were analyzed by coding and using ATLAS.ti software. The validation of the designed model was conducted by utilizing the two criteria of Credibility and dependibility. Findings: The findings showed that 32 categories were extracted based on 7 general dimensions. Therefore, this research led to a designing a financial literacy curriculum around three axes of philosophical, sociological, and psychological basics, and the four elements of purpose, content, learning activities, and evaluation methods. As the findings showed, considering our country’s economic problems, financial literacy has been one of the missing links in elementary school curriculum, and teaching the basics of financial skills is quite necessary. Conclusion: The results of this research can be used for a revision in elementary school curriculum and for designing some programs for enhancing teachers’ career skills by policy makers, programmers and other officials related to the field of teaching and training. It can be also of significant help to educational officials in having a deep understanding of the trainees’ financial literacy.

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