大學生參與祖孫代間學習服務方案的社會行動與學習實踐

Social Action and Learning Praxis of College Students’ Engagement in the Intergenerational Learning Service Project between Grandparents and Grandchildren

為了探討大學生對代間學習活動的社會省思與實踐行動圖像，研究者暨研究團隊規劃祖孫代間學習服務方案，具體連結服務學習與大學社會責任實踐之學習活動，企圖解決不同世代族群的年齡效應和社會參與所連結之社會問題，彰顯大學生對社會學習服務方案的參與實踐和行動作為之社會責任。研究者結合觀察與訪談資料並和文獻論述相互對話，關切大學生與社會實踐場域的合作夥伴之連結脈絡，聚焦描繪其在代際互動、代間學習、社會服務與實踐省思等面向之論述分析圖像。本研究關注Y科技大學在祖孫代間學習服務方案的教學實踐與社會服務方案，該服務方案以一學期為教學實踐期程，研究者從中選取25位參與祖孫代間學習活動的大學生為訪談對象，並擴及現場田野札記與觀察紀錄之資料編碼呈現。研究結果指出，大學生透過代間學習活動方案的參與和實踐，不只對高齡族群產生積極且正面的思考態度，願意學習和傳承長輩的智慧與經驗，建構友善且有意義的代際互動模式，以社會協作方式來強化不同年齡族群的情感支持與相互關懷之社會互動關係。最後，研究者基於研究結果提出大學生與同儕夥伴實踐祖孫代際互動的社會協作服務行動策略，以為學術社群與大學相關單位提升大學生社會服務與學習實踐的賦權作為之教學革新參照。

This study explored the social reflections and practical actions of intergenerational learning activities for college students. Researchers and research teams planned intergenerational learning service projects to articulate learning praxis between service learning and intergenerational learning. These projects attempted to resolve the social problems about the aging effects and social engagement within the different age groups, and highlighted the social responsibility of practical participation and action behavior in social learning service projects for college students. Researchers combined observations and interviews with the literature to know about the connection between college students and participating partners in the social practice field. Based on the discourse of service learning and social praxis, researchers configured the image of intergenerational interactions, intergenerational learning, social services, and praxis reflection. This study took the intergenerational learning service project in Y University of Science and Technology as the main observational field. This service project took one semester as the instructional practical period. 25 participants engaged in intergenerational learning activities were selected as interview subjects, and the data were analyzed according to the field notes and observations. The results showed that college students had positive attitudes toward the elderly through the practice and reflection of the intergenerational learning activities, and they learned wisdom and experience from the elderly. They also constructed the meaningful intergenerational interactions to strengthen the social interaction model about supporting and caring between different age groups with the natural collaborative approach. Finally, based on the results, the researchers proposed social cooperative service strategies for college students and their peers to use in intergenerational learning activities, and for academic community and university-related units to use in empowering advancement for college students’ social services and learning practices, to serve as a reference for instructional innovation.