DSE Economics in Action | DSE经济学探索:公平与收入不平等
2023-11-24
发布于广东
DSE Economics in Action
The DSE Economics students have been learning about "Equity and Income Inequality", which helps students to raise their social awareness of the disparities between different income groups and the causes of such disparities, as well as to cultivate concepts of fairness and justice for their personal development.
In this lesson, students explored different ways of measuring income distribution in the economy, laying the foundation for the ‘Gini Coefficient’ to be studied next.
近期,中学部选修DSE经济科的同学们学习了有关“公平与收入不平等”这一课题,学习这个课题可以帮助学生们提高社会意识,了解不同收入群体之间的差距以及造成这种差距的原因,同时培养公平正义的观念,促进学生个人发展。在这一堂课上,学生们探究了多种用来衡量收入分配的方法,并为接下来要学习的基尼系数奠定了基础。
“Identifying individual wealth”
个人财富认知
To allow students to experience the disparity between different income groups in society, students engaged in an activity to discover their ‘class wealth’. Students were presented with a hypothetical scenario to receive their first salary after graduation in 2028 and randomly received monthly salary slips ranging from RMB 3,000 to RMB 17,500.
为了让学生体验社会不同收入群体之间的差异,学生们参与了一项发现自己“阶级财富”的活动。学生们被假设在2028年拿到毕业后第一份工资,并随机收到每月3000元至17500元不等的工资条。
1. Informal Survey
非正式调查
The students were so excited to receive their "first paycheck" that they immediately conducted an informal survey in class. Students used interviews and comparisons to find out whether others were earning more or less.
After sharing the results, students discussed the pros and cons of this survey. Some students felt that it would give them an insight into the wealth of their respective groups; others argued that it would take time and the results might not be accurate as it would be impossible to interview everyone in the economy and for everyone to be honest about their income.
收到“第一份薪水”的学生们非常兴奋,即刻便在老师的指导下在课堂上进行了一次非正式调查。学生们通过采访和对比来来了解他人的收入是高还是低。
在分享完调查结果后,学生们讨论了非正式调查的利弊:一些学生认为,这种手段能让学生们对各自所在群体中的富裕程度有一定的了解;另一部分人则认为,这种调查需要时间,结果也不一定准确,因为不可能采访到不同群体中的每一个人,也不可能每一个人都将自己的收入坦诚相告。
2. Ranking & Median
排名与中位数
After the discussion, students suggested other methods that would more accurately describe the income distribution in the class. For example, ranking all students' incomes in ascending order, could show the trend of their incomes. Some students also added that the median could be calculated to find the 'middle level' of the overall data, giving a more intuitive picture of whether the income distribution was even or not.
于是,学生们在思考后提出了其他能够更准确地衡量班上收入分布的方法。例如,将所有学生的收入按升序排列,这样就可以显示出他们的收入趋势。也有学生补充道,可以通过计算中位数来了解全体数据的“中等水平”,从而更直观地了解收入分配的是否均衡。
3. Grouping
分组比较
Students were then presented with a second table which categorised all students into five groups according to different income groups. Using the chart, students were able to easily identify their respective economic status and describe their own income situation. Students also found that this method made it easier to judge whether income distribution was even when comparing the percentages of accumulated income of different groups.
当老师将班上所有人的收入按照不同收入群体划分成五组后,学生们很快就发现自己归属于不同的收入群体,这样学生可以很容易地识别出各自的经济状况,并描述自己的收入状况。学生们还发现,在比较不同群体的累计收入占比时,这种方法更容易判断收入分配是否均衡。
4. Deciles
十分位数
Once the basic concepts were understood, the teacher introduced deciles (i.e. dividing the population into 10 equal groups from low to high) to help students study the distribution of income data.
After observing the distribution of the data, students noticed that each of the last five groups (groups 6 - 10) earned more than 10% of the total income and that this half of the students earned about 70% of the total income, while the other half earned only about 30%. The students then concluded that such a distribution of income was unequal.
了解完基本的概念后,老师引入了十分位数分组法(即把全体数据从低到高分成等份的10组)来帮助学生研究收入数据的分布情况。
经过观察数据的分布特征,学生们发现,后五组同学(6 - 10组)每一组的收入都超过总收入的10%,这一半学生的收入占总收入的70%左右,而另一半仅占30%左右。于是,学生们得出结论,这样的收入分配是不均衡的。
This Economic activity has enabled the students to develop key life skills through learning methods such as informal surveys, ranking, median and dividing the population into decile groups to assess the equal distribution of income in an economy.
More importantly, students learned to think about real-life situations from the perspective of different income groups. As early as 2016, the 10th group's share of total monthly income in HK reached 41%, and by comparing the uneven income distribution in real society, students were inspired to participate in social welfare activities and contribute to narrowing the income gap in our society.
这项经济活动使学生能够通过学习诸如非正式调查、排名、中位数和将人口划分为十分位数等方法来发展关键的生活技能,以评估经济中收入的平等分配。
更重要的是,他们学会了从不同收入群体的视角来思考现实生活中的问题——早在2016年,香港居民收入在十分位数分组中的第十组收入占比就已高达41%,通过对比,学生们对现实社会中的收入分配不均有了更深刻的认识,从而激发他们积极参与社会公益事业,为缩小社会上的收入差距做贡献。
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