老人參與國小鄉土教育後學童對老人觀感之改變

The Effects of the Intergenerational Program on Elementary School Students' Attitudes Toward the Elders

國外自1980 年代起發展出的代間方案，是在學習中有規劃性的安排年輕一代和老人間的互動活動，以培養年輕人對老人的積極正向態度，並得以分享不同世代的經驗。而鄉土課程重視社區資源與文化傳承，正可成為學校推展代間方案的重要方式。本研究將鄉土教育與代間方案兩者融合，嘗試發展一個代間鄉土教育課程。研究目的有二，一、探討學童在接受本課程後，對老人的觀感是否有所改變；二、了解參與教學之學童及老人對課程的看法。為完成目的一，本研究採準實驗設計，以屏東縣國小二年級學生為對象。實驗組接受12 次代間鄉土教育課程，控制組則無。實驗教學前、後，兩組皆以量表進行前、後與延宕後測。為達成目的二，研究者調查實驗組學童的看法並訪談參與課程的六位老人。結果發現，代間鄉土教育課程在學童對老人的行為態度與信念、行為主觀規範與信念、知覺行為控制與信念、行為意向皆未有促進或延宕效果。不過，多數參與者對課程給予正向回饋，認為其具有價值，且部分學童及老人有再參與之意願。最後，本文依據結果在理論及實務上的涵義進行討論，並提出後續研究及教學之建議。

The aims of the intergenerational program developed from the 1980s in overseas countries are to develop positive attitudes of the young towards their elders and to mutually share the experiences of different generations through curricular plans. Community curriculum in the elementary schools in Taiwan is the proper way to set up the intergenerational program because it emphasizes the importance of community resources and cultural heritage. The study tries to combine community education and intergenerational programs， and the objectives of the study are: a. Do students’ attitudes towards elders change after the instruction? b. What are the students’ and the elders’ opinions about the curriculum? The research adopts a quasi-experimental design， and the objects of the study are the second graders in an elementary school in Pingtung county. The experimental group accepted twelve classes of the intergenerational and community curriculum， and none of the control group. Students of the two groups were both tested using four scales before and after the instruction. After the instruction， the researcher interviewed the students of the experimental group and the six elders involved in the curriculum. The findings are as follows: The intergenerational and community curriculum do not have significant effects on students’ attitudes towards elders， including students’ behavior， attitudes and beliefs， behavior subjective norm and normative beliefs， perception of behavior control and beliefs， and behavior intentions. However， most of the participants give the curriculum positive feedback， approve the values of the curriculum， and would like to participate in it again. Finally， the article also explores the meaning of the research results， and offers suggestions for following research and instruction.