金融元素在小学数学教材中的对比研究——以人教版、苏教版和北师大版为例

A Comparative Study of Financial Elements in Primary School Mathematics Textbooks: A Case Study of Renjiao Edition, Sujiao Edition, and Beijing Normal University Edition

Based on the perspective of the Standard Framework of China’s Financial Literacy Education, this paper uses the content analysis method to systematically study the three editions of primary school mathematics textbooks: Renjiao Edition, Beijing Normal University Edition, and Jiangsu Education Edition. By constructing a three-dimensional analysis framework of “content-column-presentation”, it is found that the three versions of primary school mathematics textbooks contain rich financial elements. In terms of content distribution, income and consumption are the mainstay; In terms of column distribution, the columns of exercises and example questions are the mainstay, and the textbooks of the People’s Education Edition are the most balanced in terms of age distribution. The presentation mode has explicit functionality, and most of them are presented in the form of text; At the level of application, it is mainly intrinsically separable; There are significant differences in the distribution of financial elements in the three editions of the textbook. In view of this, the improvement path of “three-dimensional infiltration” is proposed: in terms of content, a progressive structure of “cognition-consumption-saving” is constructed; On the column, add a reading section of financial elements; In terms of presentation, the grade distribution of financial elements and the integration of different versions of textbooks are balanced. This study provides empirical support for the implementation of the core literacy orientation under the new curriculum standard in primary school mathematics textbooks.

本文基于《中国财经素养教育标准框架》视角，运用内容分析法，对人教版、北师大版、苏教版三版小学数学教材展开系统研究。通过构建“内容－栏目－呈现”三维分析框架，研究发现：三个版本的小学数学教材蕴含着丰富的金融元素；在内容分布上以收入与消费为主；在栏目分布上以习题和例题栏目为主，人教版教材在年级分布上最为均衡；呈现方式具有显性的功能性，且以文字为主的形式呈现；在运用水平上主要是内在可分离型；三个版本教材中的金融元素在各个分布上存在显著差异。鉴于此，提出“三维渗透”改进路径：内容上，构建“认知－消费－储蓄”递进式结构；栏目上，增加金融元素的阅读板块；呈现上，均衡金融元素的年级分布及不同版本教材之间相互融合。本研究为小学数学教材落实新课标下核心素养导向提供实证支撑。