Types of Learning Experience of Adult Learners

成人學習經驗的型態

蘇雅惠(Yei-Fei Su)

《農業推廣學報》 20期 (2003/12) Pp. 131-154

https://doi.org/10.29788/RAES.200312.0006

摘要

通常學習者以已之既存經驗參與教育活動，引發他們的反思意念及意象理解悟力，且改變他們經驗的意義基模及意義觀點。學習者的改變促發其個人發展及參與社會行動，此種發展及行動再現學習者不同型態的學習經驗。本文旨在闡明學習者於參加一系列教育活動之後，所呈現的多樣化之學習經驗。本文應用Mczirow的轉化學習的精緻內涵描繪成人多元性的學習經驗。
本文鑑定轉化學習的精緻內涵含蓋學習者的經驗、反思行動、發展及社會脈絡等四種，根據此四種內涵，本文鑑定三種主題及八種副主題，用以詮譯成人學習的多樣型態。三種主題及八種副主題包含：(l)塑造工作生活：提昇和增長工作知識，認同工作願景；(2)認同自我和生活：學習關懷自我，理解生活的意義和維繫家人和朋友關係；以及(3)增強社會互動：關懷他人，服務他人及欣賞社區。根據以上的主題及副主題，本文詮譯七位學習者的學習經驗型態。
七位成人學習者展現豐沛的學習經驗型態。第一，七位學習者都展現塑造工作生活經驗，其中，四位學習者期望提昇和增長工作知識；三位學習者期望教育可以協助其認同工作願景。第二，七位學習者對自我及生活之經驗學習不似塑造工作生活經驗那麼強，僅一位學習者能關懷自我及建立自信；三位學習者為了實現生活的意義的經驗付了很大的代價；二位學習者（其中一位已展現關懷自我及建立自信）從同儕團體得到親密關懷。第三，七位學習者很少反思在文化與社會脈絡中與他人互動的關係，僅一位學習者建立網頁，期許社會大眾分享他的理念。
提及反思行動與觀點改變，在塑造工作生活的主題上，七位學習者展現出有高層級亦有低層級的反思行動及觀點轉變。有六位學習者在認同自我和生活主題上，有高層級亦有低層級的反思行動及觀點轉變。在增強社會互動的主題上，僅一位學習者建立社會網絡，期許社會大眾分享他的理念。

關鍵字

轉化學習 ； 經驗 ； 反思行動 ； 發展 ； 社會脈絡

並列摘要

Often those who participated in educational programs improved their reflective thinking and imaginative insights by applying their existing experience, and that ah led to a change in meaning scheme or meaning perspectives. Learners' changes lead to either personal development or social action, Which were represented by different types of learners' learning experience. This paper aims at illustrating a diversity of learning experience of adult learners present after they participated in a series of educational programs. Specifically, this paper intends to apply the subtle components of Mezirow's transformative learning to portray adults' learning experience.
The components of transformative learning that identified in this paper represents of learners' experience, reflective actions, development, and social contexts. Based on the four components of transformative learning, this paper identifies three themes and eight sub-themes as bases to interpret the types of learners' learning experiences. The themes and sub-themes include (1) shaping working life: advancing and broadening working knowledge toward the future, identifying working outlook; (2) identifying self and life: learning care of self, realizing the meaning of life, and sustaining relationships with family or friends; (3) increasing social interaction: caring for and to others, serving others, and appreciating the community. Based on theses themes, this paper presents seven learners' learning experiences.
The evidences represent affluent learning experiences among seven learners. At first, they all represent learning experiences in shaping working life. Four of seven learners anticipated advancing and broadening their working knowledge toward future, and the rest three learners expected to identify working outlook. Secondarily, the evidences that interpret seven learners' selves and life are less than that they present in shaping working life. One of seven cared and made confident to self through educational programs. Three of them paid great price for realizing the meaning of their lives. Two of them (one already presents caring of self) thought that they benefit though intimate relationship with classmates. Thirdly and finally, the seven learners seldom reflected their learning in interaction with others within a cultural and social context. Only one of seven learners represents his concerns to share his idea with general public audience.
Speaking to reflective actions and changed perspectives, the seven learners showed their reflective action including the rage from high to low level of reflection, or transformed perspective in shaping working life. Six of seven learners had rare evidences to reflect and change perspectives in identifying self and life. Only one learner tried to share his ideas with others in order to increasing social interaction.

並列關鍵字

transfomative learning ； experiences ； reflective actions ； development ； social contexts