經驗學習在高齡教育教師專業成長的應用：以樂齡學習規劃師為例

Teaching Professional Development for the Elderly Education Teacher: Taking the Teaching Reflections of Elderly Learning Planner as an Example

本研究旨在探討經驗學習在高齡教育中之現象與影響，及以學習者經驗為主體進行課程規劃與教學活動之情形。本研究採行動研究法以解決教學實務需求，運用參與觀察、半結構式訪談蒐集資料。研究發現：一、經驗學習在高齡教育中之現象與影響，包括：（一）「做中學」的機會是教師專業成長的第一步；（二）教學反思後的理解與修改再實驗，可增進經驗的價值；（三）學習環境需要教學者營造，衝突緊張是學習成長的契機；二、以學習者經驗為主體進行課程規劃與教學活動之情形，包括：（一）問題教材教法引導思考，增進學習成長的機會；（二）課程生活化與活動化，主題重點不宜多；（三）教學者是活動中的參與者，引導互動分享；（四）回家後應用行動力因人而異，接受學習者的差異；（五）核心課程是多數人「需要」的課題。本研究結果對高齡教育實務者及未來研究在高齡教育教師培育上具有參考價值。

The aims of this study were to explore the phenomena and influences of experiential learning in the elderly education and the situations of curriculum planning and teaching activities based on learners’ experiences. We adopted action research method to solve the practical needs of teaching, and we used participatory observation and semi-structured interviews to collect data. Research results showed that the phenomena and influences of experiential learning in the elderly education include: (1) the opportunity of “learning by doing” is the first step to the professional development of teachers; (2) the understanding and modifications after teaching reflections are able to enhance the value of experiences; (3) learning environments need to be created by teachers, and conflicts are the opportunities to learn and grow. The situations of curriculum planning and teaching activities based on learner experiences include: (1) the opportunity to enhance learning and growth is guided by problematic teaching materials; (2) an activity-based and life-oriented course content is desired, and main points should not be too many; (3) the teachers are participants in activities to lead the learners to share; (4) accept the difference between learners in actions after returning home; (5) core curriculum is“needed” for most people. The results of this study could be beneficial for elderly education practitioners and to future researches on the cultivation of elderly teachers.