小学生经济观念的形成

N. Sirant
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引用次数: 0

摘要

初等教育制度是经济教育和经济观念形成的关键。在这些基础上,形成了学生自主经济活动的意愿。因此,对课程内容进行改进,使小学生了解并形成各种经济概念。关注的焦点是对伟大的科学动机、实践技能等方面的要求。小学经济应该以学生在幼儿园和家庭中获得的知识、技能和能力为基础进行“运输”。学生的知识被整合到其他教育领域的知识(数学、阅读、技术、“我探索世界”)的内容中,尤其是小学生——这是获得基本生活知识、技能和理解过程的阶段,是他们意识到自己的生活经历和环境的阶段。学生掌握了基本的经济知识,形成了新的经济思维,了解了人和动物的生活、需求和满足需求的方式、经济规律,为中学经济学科的进一步学习奠定了基础。人们还对诸如“经济”、“节俭”和“学生”等概念的形成给予了充分的关注,这些概念乍一看彼此疏远。已经强调的是,孩子第一次认识基本的经济知识发生在学龄前,当他熟悉他周围的世界时,他第一次知道家庭的财富取决于父亲和母亲的工作,这些钱用于在商店购买必需品。与此同时,孩子们熟悉了诸如“价格”、“更贵”、“经济”、“成本”、“剩余”和“节俭”等概念。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
FORMING OF ECONOMIC CONCEPTS IN PRIMARY SCHOOL STUDENTS
The institution of primary education is the main key to economic education and the forming of economic concepts. On these grounds, is formed the students’ willingness to independent economic activity. Therefore, the content of curricula is improved to understand and form a variety of economic concepts for primary school students. The focus of attention is upon the requirements of great scientific motives, practical skills etc. The economy in primary school should be «transported» on the basis of knowledge, skills and abilities that students received in preschools and families. Students’ knowledge is integrated into the content of other educational fields of knowledge (mathematics, reading, technology, «I explore the world»), in particular primary school students ‒ this is the stage of acquiring basic life knowledge, skills and understanding processes, awareness of their own life experience and environment. Students are involved in the basics of economic literacy, accordingly, they form new economic thinking, get acquainted with the life of people and animals, their needs and ways to meet them, economic laws, creates a basis for further study of economic disciplines in secondary education. Ample attention is also paid to forming such concepts as «economics», «thrift» and «pupil» which are looked, at first sight, distant from each other. But if we consider it as a branch of «smart housekeeping», the economy is looked inseparable from the child from the first life years of the team. It has been underlined that the child’s first acquaintance with the basics of economic knowledge occurs in preschool, when, getting acquainted with the world around him, he first learns that the wealth of the family depends on the father’s and mother’s work, the money used to purchase necessary things in the store. At the same time, the child gets acquainted with such concepts as «price», «more expensive», «economy», «cost», «remainder» and «thrift».
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