學校透過樂齡學習中心實施代間教育之優勢與困境,ERICDATA高等教育知識庫
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篇名
學校透過樂齡學習中心實施代間教育之優勢與困境
並列篇名
Intergenerational Education Carried Out at Schools: A Study Based on Directors’ Perspectives of Active Aging Learning Centers
作者 李雅慧謝鈐紘
中文摘要
少子高齡化衝擊我國學校的經營方式,一些學校藉由承辦樂齡學習中心以擴充教育的功能。樂齡學習中心的高齡者進入校園學習,不僅可以認識學校教育情境,亦可促使校園中的學生有機會與高齡者互動。本研究旨在探討學校於經營樂齡學習中心實施代間教育之情況,研究目的包括學校辦理代間教育的優勢、遭遇的困境、因應策略以及所獲的益處,並根據學校實施代間教育的經驗建構出代間教育在學校的實施模式。本研究採質性研究法,以半結構式一對一深度訪談方式蒐集質性研究資料,並採取持續比較分析方法進行質性資料的分析。研究對象以學校承辦樂齡學習中心,負責設計與實施代間課程之教師或主任,分別來自12所學校,共計13名。研究結果發現:一、學校實施代間教育課程的優勢包括豐富的教學資源、優質的教學人力、完善的硬體設備,以及可設計適當的代間課程。二、執行代間課程致使承辦人業務量過大、教學場地使用的衝突以及校園安全的疑慮等,是學校所遭遇的困境。三、承辦人採取包括進行自我導向學習、參與培訓、透過協商溝通,並以工作之餘處理樂齡學習中心事務等策略以克服困境。四、學校實施代間教育,使學生、高齡者、學校與社區均得益處。本研究最後以學校實施代間教育之歷程與要素建構出學校實施代間教育模式。
英文摘要
In Taiwan, schools face the challenges of low fertility rate and aging population, and some schools attempt to increase educational functions by managing Active Aging Learning Centers (AALCs) to create win-win results. While older adults enter into the campus, they can understand the educational situation, and the students have the opportunity to interact with older adults. This study aimed to explore the experience in conducting intergenerational education at schools, including the advantages, the difficulties encountered, and the coping strategies, and finally to construct an intergenerational education model at schools. The researchers adopted a qualitative approach and conducted semi-structured in-depth one-on-one interviews to collect qualitative data, and a constant comparative method was used to analyze qualitative data. Thirteen participants were selected who, being directors of AALCs in 12 schools, had the experience in designing and teaching in the intergenerational education. The findings were as follows. The advantages of schools in carrying out the intergeneration education include having more learning resources and quality teaching staff, as well as better-equipped facilities, and being able to design suitable programs. 2. The difficulties encountered when conducting intergenerational programs were undertaking extra duties, facing the conflicts of sharing learning resources between students and older adult learners, and worrying about campus security. 3. The strategies the directors adopted to solve the difficulties included taking on self-directed learning, participating in training, negotiating with the parties involved, and undertaking the extra duties after work. 4. Schools that carried out intergenerational education were found to benefit the students, the older adult learners, the schools themselves, as well as the local communities. Finally, based on the findings, the researchers constructed an intergenerational education model.
起訖頁 099-131
關鍵詞 代間教育高齡教育樂齡學習中心學校教育intergenerational educationeducation of older adultsActive Aging Learning Centers (AALCs)school education
刊名 教育政策論壇  
期數 202011 (23:4期)
出版單位 國立暨南國際大學教育政策與行政研究所
DOI 10.3966/156082982020112304004  複製DOI
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