樂齡教學需求評估歷程

Active Aging Teaching Needs’ Assessment Process

需求評估是方案規劃系統運作中相當重要的一環。從需求掌握、依據需求設計和執行活動、活動的成果評估等，都與需求有密切的關係。本研究目的是探討樂齡教學需求評估的歷程。採用半結構式訪談蒐集資料，訪談16位樂齡講師，包含六位男性、10位女性，年齡介於28～71歲，平均年齡52.75歲。得出研究結果，包括：一、樂齡學習需求評估主要是由探索需求、描繪需求、反思需求和滿足需求，構成持續循環的歷程；二、探索高齡者學習需求是歷經觀察、對話和比較的過程；三、描繪出學習需求的樣貌之後，經由反思落實在樂齡教學中；四、滿足高齡學習需求的方法，是綜合教學整體規劃原則、部分彈性調整，且考量老年需求的教學方法。最後並提出對樂齡教育培訓規劃、樂齡講師及未來研究的建議。

Needs assessment is an important part of the operation of a program planning system. During the process of grasping needs, designing and implementing activities based on needs, and evaluating activity results, all of them are closely related to needs. This study aimed to explore needs assessment process of active aging teaching. We conducted semi-structured interviews with 16 college lecturers. These participants were six males and ten females, and their ages ranged from 28 to 71, with an average age of 52.75. The results of this study were summarized as follows: 1. Needs assessment of active aging learning consisted mainly of exploring needs, describing needs, reflecting on needs, and meeting needs, forming a continuous cycle; 2. Exploring older adults’ learning needs was a process of observation, dialogue, and comparison; 3. After learning needs were delineated, active aging teaching had to be implemented on reflection; 4. The teaching method that met older adults’ learning needs integrated the overall teaching planning principles, which were partially and flexibly adjusted, and it took into account older adults’ needs.