應用體驗學習法於高齡多元輔療課程之教學實踐

本研究將體驗學習理論應用在某北部大專校院進修部二技的「高齡多元輔療」課程，透過質量多元方式收集並分析課程與教學的成效。研究目的為：1.應用體驗學習理論進行高齡多元輔療課程的教學設計。2.分析高齡多元輔療的教學評量結果及體驗學習法的滿意度。3.探討學生對於採用體驗學習教學方法的學習經驗及建議。高齡多元輔療課程應用體驗學習法，讓學生透過具體經驗的實作，例如正念呼吸、靜心禪繞畫、園藝自像畫、芳香按摩、音樂律動等，讓學生直接體驗參與做中學。此外，透過作業引導，例如正念生活練習、健康管理行動計畫、高齡活動設計與帶領錄影、音樂律動錄影等，讓學生應用在日常生活及工作上。體驗學習法較一般傳統教學方法生動、活潑、有趣，學習滿意度高，教學評量總平均為4.65分、體驗學習法滿意度平均4.7分，顯示學生對於體驗學習應用在高齡多元輔療之學習成效十分滿意。從實作過程中，學生展現不同的專長，了解自己在活動帶領的優缺點，並與小組成員合作，提升實作能力。整體而言，體驗學習法能帶動學生的學習興趣和動機，學生十分投入學習，強化高齡多元輔療活動設計與帶領的能力。

關鍵字

教學實踐；高齡活動設計；輔助療法；體驗學習

並列摘要

This research applies the theory of experiential learning to the undergraduate course of "Multiple Complementary Therapies for the Elderly" in a northern college of Taiwan. We adopt mixed methods to collect and analyze the effectiveness of the course as well as the instructional design. The purposes of the research are: first, to apply the theory to the teaching design content of multi-complementary therapy learning courses for the elderly; second, analyze the teaching evaluation and the satisfaction degree of experiential learning method; third, to understand and evaluate students' learning experiences and suggestions. The course apply the experiential learning method, students participated in learning by doing, such as mindful breathing, meditation painting, gardening self-portrait painting, aroma massage, music care, etc. In addition, through homework guidance, such as mindful life practice, health management action plan, elderly activity design, music care practice video etc., let students apply in daily life and work. The overall average teaching score is 4.65 points, and the average student feedback is 4.7 points. Apparently, students are satisfied with the teaching results of experiential learning applied in multiple complementary therapy for the elderly. It's expected that further cultivation and strengthening of professional expertise, empowerment and teamwork on the part of students will elevate their professional competence and efficacy at work.

並列關鍵字

teaching practice ； elderly activity design ； complementary therapy ； experiential learning

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