代間學習模式之探討

Discussion on the mode of Intergenerational Learning

張純一(CHUN-YI CHANG)

指導教授 ： 廖本哲

中原大學/商學院/企業管理研究所/碩士(2019年)

https://doi.org/10.6840/cycu201900435

摘要

中文摘要
整個世界人口結構都在改變，家庭生活的結構也因應現代化的社會而改變，高齡少子化在台灣已不是口號，而是一個事實的呈現，觀察目前社會生活的型態，研究發現，身邊周遭的孩童數量減少許多，相對應的是各級學校招生不足。銀髮年長者日趨增加，勞工的工作年齡也增加到65歲才能退休，從退休到需要被照顧之間的銀髮年長者該如何與世代之間相處？本文採用質化敘事訴說社會現況的研究方法，對國內外設計施行老幼共學課程的文獻，用紮根理論為基礎，根據自然觀法搭配次級資料的分析來探討施行代間學習的模式。研究目的為在地老化的銀髮年長者，結合社區或學校的孩童，一起相互學習與成長的課程設計概念，讓高齡銀髮者與孩童在生活上學會相互包容與尊重、瞭解生命成長與老化的過程、或是特殊技能的傳承與創新，進而打造身心健康的社區與學校，為在地老化的亞健康高齡銀髮者，作為代間學習課程模式進行探討。
結論是在國外的文獻裡，從發想到施行大多為私人經營的園所，或是由政府提供場地，私人單位經營的公辦民營的模式，憑藉著想對這個社會貢獻一份心力，而設計銀髮年長者與孩童共學共融的課程，且持續的進行中。反觀國內，經過二十多年諸多專家學者都有提出代間學習的相關論述，或是以研究性質做短暫的教育實驗課程。這一、二年才有少數幾個案例是持續進行代間學習的課程，實作推廣並不普及，實務上的相關研究也不充裕，民間對於代間學習的觀念也很薄弱，想要兩個不同屬性的年齡層在結合上包含：活動空間的調整、亞健康的銀髮年長者的挑選、學齡前或學齡孩童們的意願，年輕族群的人們想法，公私立學校的校長、老師和行政人員的在職訓練規畫與執行的方式，社區的鄰里長及其居民，相關單位需同心協力的配合，才能完成符合人民所需，持續施行在地老化世代融合相處的模式。這些問題研究者在文內提出具體說明。
在執行上根據本研究結果提出建議，供教育主關機關、社會行政單位及施行方案單位及未來學術研究者之參考。
關鍵字:老幼共學、代間學習

關鍵字

老幼共學 ； 代間學習

並列摘要

Abstract
As the world’s population structure continues to transform, the structure of family life has also seen change due to the modernization of society. In Taiwan, the term “population aging” is not a mere concept, but a descriptor of the nation’s reality. In observing the lifestyle patterns of modern society, studies have found the decreasing number of children is correlated to the insufficient enrollment in schools at all levels. Just as the elderly population increases with every passing day, the retirement age has also been increased to 65. How should these retired elderly citizens who require others to take care of them interact with younger generations? This study utilizes qualitative narrative research to construe the status of society. Documents on foreign and domestic examples of intergenerational programs (IGP) were reviewed using the grounded theory method and analyzed with secondary data according to the naturalistic observation method to investigate how IGPs operate. The purpose of this study was to provide educational programs designed to expedite growth and interaction between children from local communities or schools and seniors from aging communities. Seniors and children would be able to learn mutual tolerance and respect in their daily lives, understand the process of growth and aging, or acquire and innovate specialized skills. In facilitating the formation of physically and mentally healthy communities and schools and arranging classes for local sub-healthy seniors, this study was able to analyze how IGPs are implemented.
The conclusion is that according to documents overseas, private institutes are the main forces behind the conception and execution of IGPs. Alternatively, there are publicly organized and privately operated programs in which the venue is provided by the government while private organizations manage the actual classes. Classes for the co-education of the elderly and children are designed by those dedicated to contributing to society, and these programs are held continuously. By comparison, such programs in Taiwan are either the dissertations of IGP experts and scholars spanning more than two decades or short-term experimental programs conducted for research purposes. It is only in the last 1-2 years that there have been cases of ongoing IGPs, and these programs are few in number and not particularly widespread. Related research on their implementation remains limited, and the concept of IGPs is foreign to the general public. Issues that arise during IGPs include the following: making adjustments for the class’s activity range, selecting sub-healthy seniors, gauging the interest of preschool or school-age children, understanding the opinions of younger demographics, planning and implementing vocational training for principals, teachers and administrative personnel in public and private schools, and seeking cooperation from village chiefs, neighborhood heads and residents of local communities. All involved units must work together in order to meet the needs of the people and continue providing opportunities for cross-generational interactions locally. These issues are presented in detail in this paper.
Results and feedback from this study are provided as reference for academic institutions, community administration, IGP organizers and future academic research endeavors.
keywords: intergenerational co-learning, intergenerational program
intergenerational co-learning

並列關鍵字

intergenerational co-learning ； intergenerational program

參考文獻

參考文獻

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