終身學習者的學習歷程之研究

A Study on the Learning Process of Lifelong Learners

楊惠雅(Huey-Yah Yang)

指導教授 ： 吳明烈

國立暨南國際大學/教育學院/成人與繼續教育研究所/碩士(2013年)

https://doi.org/10.6837/NCNU.2013.00052

摘要

論文摘要
本研究旨在探討終身學習者的學習歷程，採質性訪談的方式進行，訪談對象是獲選為中華民國第一屆或第二屆的全國終身學習楷模，選拔依據教育部2010、2011年，公布之中華民國第一屆、第二屆全國終身學習楷模選拔活動實施計畫，兩屆選拔標準相同。研究者希望透過本研究達到以下目的：1.了解終身學習者的學習理念與動機。2.探究終身學習者的學習型態與方法。3.分析終身學習者的學習歷程困境與因應策略。4.探討終身學習者的學習歷程對個人的影響。
透過七位終身學習者的學習背景及過程之分析，學習理念與動機之分析，學習型態與方法之分析，學習歷程困境與因應策略之分析，最後探究學習歷程對個人影響之分析，從其訪談資料對學習歷程作概略的歸納與探討，獲致主要結論敘述如下：
(一) 終身學習者的學習理念，著重接納自己凡事盡其在我，可以盡情追求夢想，盡力助人為善，讓自己的人生趨向美好，終身學習的理念與終身學習五大支柱相互應。
(二) 終身學習者學習動機多元且多重，包含滿足個人心理需求、重要他人的支持、助人最樂的服務熱忱、提升工作專業能力。
(三) 終身學習者學習型態為，正規學習與非正規學習交互應用，非正式學習培養終身學習者的學習態度與理念。
(四) 終身學習者的學問之道無他，勤學好問、善用時間、應用資源而已。終身學習者應用資源的學習方法呈現出個人特色。
(五) 終身學習者最大的學習困境為讀不會、考不上，其次為錢不夠和被拒絕，再者為領導困境與教育改制。
(六) 終身學習者的困境因應策略主要為把困境交給時間冷處理，面對困境會利用正向思考化解煩憂，有時會遇到貴人相助，有時會利用非正規學習輔助，盡本分服務感動他人。
(七) 終身學習的學習歷程對個人的影響包括：讓生命美好、熱愛生活；提升學習力、享受學習；增強個人的影響力、自然而然成為他人仿效的模範。

本研究根據研究結論，針對主管教育機關、終身教育機構、終身學習者、學習者及未來研究方向提出建議。

關鍵字

終身學習 ； 終身學習者 ； 學習歷程 ； 學習動機 ； 學習型態 ； 學習困境

並列摘要

Thesis Abstract
This study aims to explore the learning processes of lifelong learners. It adopts the qualitative interview method, and the interview targets are the1st or 2nd national award winners of the Republic of China Lifelong Learning Model Award. The selection criteria are based on the 1st and 2nd National Lifelong Learning Model Selection Event Project announced by the Ministry of Education in 2011 and 2012, with the two having the same standards. This author hopes that this study can meet the following goals and objectives: (1) Understand the learning philosophies and motivations of lifelong learners; (2) Explore the learning styles and methods of lifelong learners; (3) Analyze the difficulties encountered and the strategies used to cope with said difficulties of lifelong learners; (4) Research how the lifelong learning process affects learners personally.

This study researches and analyzes seven lifelong learners. Their academic backgrounds and learning processes, learning philosophies and motivations, learning styles and methods, difficulties encountered and strategies used to cope with said difficulties during the learning process, and how the lifelong learning process affected them personally are all analyzed and explored. Furthermore, information garnered from interviews is both summarized and explored, and the following main conclusions are listed as follows:
(1) The learning philosophies of lifelong learners include an emphasis on self-reliance in which everything is their own responsibility. They can pursue their dreams, do their best to help others to do good, and strive to make their own life better. Overall, the philosophies of lifelong learners echo with the five main pillars of lifelong learning.
(2) Lifelong learners’ motivations for learning are both diverse and multifaceted. Motivations include satisfying their own personal psychological needs, support from significant others, enthusiasm for and happiness gained from helping others, and improving professional skills for work purposes.
(3) The learning styles of lifelong learners include the combination of using both traditional and nontraditional learning methods. Furthermore, non-formal education cultivates the learning attitudes and philosophies lifelong learners have.
(4) The path to knowledge of lifelong learners is only being both a hard worker and a curious learner, effective time management, and using resources. The learning method of using resources of lifelong learners shows personal characteristics.
(5) The biggest learning difficulties lifelong learners encounter are reading comprehension difficulties and unable to pass exams. Secondary problems include a lack of financial resources and being denied, and finally problems caused by poor leadership, and education reform.
(6) The main tactics used by lifelong learners to cope with difficulties encountered include allowing time to “cool” the situation down, thinking positively when resolving or dealing with problems and worries, meeting someone of great help, using nontraditional learning help and assistance, and playing one’s part in providing service and emotionally moving other people.
(7) The ways the lifelong learning process affects learners personally include the following: makes their life better, makes them passionate about their life, improves learning ability, enjoys learning, increases their ability to influence others, so they naturally become models for others to emulate and learn from.

This study proposes suggestions according to research conclusions for education administrations and institutions, lifelong learning education institutions, lifelong learners, learners in general, and future research directions.

並列關鍵字

Lifelong learning ； lifelong learners ； learning processes ； learning motivation ； learning styles ； learning difficulties

參考文獻

吳明烈(2003)。新學習文化的塑造與發展：終身學習取向。教育研究集刊，49(4)，127-152。

林正祥、陳佩含、林惠生(2010)。臺灣老人憂鬱狀態變化及其影響因子。人口學刊，41，67-109。

參考文獻

一、中文部分

于親文(2004)。國軍幹部終身學習相關影響因素之研究－以空軍政戰軍官為例。政治大學行整管理碩士學程。未出版，台北。