導入真實投資課程對大一學生增進風險判斷能力之研究：以中部某醫學大學為例

A Study on Improving Risk Assessment Ability of First-Year University Students Through Real-World Investment Courses: A Case Study of a Medical University in Central Taiwan

大學通識課程內容若能讓學生與實務結合，將有助學生的能力提升，進而增加其應用能力，也能降低學用落差。通識課程最大的問題是學生普遍認為通識課程缺乏學術內涵與實用性，形成通識教育推展的一大障礙，也代表學生認為其所學與實際應用上產生了差距。本研究藉由教師在課程教學中觀察到學生在投資模擬實作時因非實際交易而忽略風險之狀況，再藉由學生回饋在實際應用上所面對到的問題，突顯學生在課程「學習」與實際「應用」上所存在的落差現象，再改進現階段實作課程所不足之處，讓學生在修習課程後能有風險控管的觀念與實際運用的能力。課程以僅進行投資模擬操作學生為對照組，以願意進行實際投資學生為實驗組，對修課學生檢測其學期初與學期末學習成效，並發放問卷與透過回饋報告瞭解其應用狀況，驗證是否改進實作課程後能增進學生風險判斷知識。研究結果顯示，投資模擬操作與實際操作之兩組學生在學期末成績均有明顯之進步，而風險控管觀念以實際操作組學生提升幅度最大，且投資損益之變異數相對較小，顯示改進實作教學並導入真實投資課程能讓學生的風險控管意識提高。

University general education courses that connect students with practical applications will help enhance their abilities. If course content allows students to connect with real-world situations, it will help improve their abilities, enhance their application skills, and reduce the learning-application gap.
The biggest problem with general education courses is that students generally perceive them as lacking academic substance and practical application, creating a major obstacle to the advancement of general education. This also means that students perceive a gap between what they learn and their practical application. This study, through teachers' observations of students overlooking risk during investment simulations due to the lack of actual trading, and through student feedback on practical application problems, highlights the gap between students' learning and actual application. This study aims to address the shortcomings of current practical courses, ensuring that students, upon completion of the course, possess a strong understanding of risk management and the ability to apply it in practice.
The course used students who only participated in investment simulations as a control group and students who were willing to engage in actual investment as an experimental group. Students were assessed for learning outcomes at the beginning and end of the semester, and questionnaires and feedback reports were provided to assess their application. This was to verify whether the course's improved implementation of real-world investment practices enhanced students' risk assessment skills.
The empirical results showed that both the investment simulation and real-world investment groups showed significant improvement in their grades at the end of the semester. The actual investment group showed the greatest improvement in risk management awareness, and the variance in investment gains and losses was relatively small, demonstrating that improving practical instruction and incorporating real-world investment practices can enhance students' risk management awareness.