本研究旨在探討我國教育高齡學相關博碩士學位論文之研究取向,並根據研究結果提出建議,以作為發展本土化教育高齡學之參考。本研究採用內容分析法,以國家圖書館於2008年4月以前所收錄之教育高齡學相關博碩士學位論文為研究範圍,針對論文題目具「高齡」或「老人」,並含「教育」或「學習」關鍵字詞之78篇學位論文進行分析,探討教育高齡學相關博碩士學位論文之發展現況、研究主題、研究區域與場域、研究對象、研究方法,以及與高齡教育政策關係等。歸納文獻探討及分析結果,提出研究結論如下: 一、高齡化社會的來臨,高齡教育研究逐漸獲得不同學術領域的關注 二、高齡教育政策引導教育高齡學相關學位論文研究 三、以學習者為中心的研究取向,較缺乏社會文化脈絡的關照 四、教育高齡學研究未能關注城鄉差距 五、教育高齡學研究未能展現終身學習之多元途徑與樣貌 六、教育高齡學研究未能呈現高齡者群體的輪廓 七、針對一般民眾的高齡教育未受重視 八、高齡服務者的高齡教育專業素養有待進一步探討 九、以實證派典的研究為主,不利於本土化教育高齡學的建構 根據上述研究結論,本研究提出以下建議: 一、對學術相關單位之建議: 1.研究宜採用更多樣的研究方法; 2.研究主題應重視社會脈絡關係的連結; 3.研究對象、區域與場域的取樣分佈應平衡發展; 4.強化理論與實務的對話; 5.借鏡各國經驗,紮實本土化教育高齡學之發展; 6.積極培育高齡教育研究與實務專業群體。 二、對政府相關單位之建議:有效整合教育資源,完備相關法令、行政措施,並強化與教育學術社群的對話與交流。 三、對後續相關研究之建議:針對特定議題延伸探討,並擴大研究分析範圍,以更深入瞭解我國教育高齡學發展之取向。
The study was a meta-analysis to explore the research approaches adopted for theses/dissertations related to educational gerontology in Taiwan. Seventy-eight theses/dissertations were selected from reviewing the “Electronic Theses and Dissertations System” of the National Central Library. Content analysis was adopted to understand the research themes, sampling regions and subjects, research paradigms, and the relations between the academic researches and the governmental policies. The findings of the study are as follows: 1. As elderly population expands, there is a gradual increase of research concerns about elderly educations in the variously academic field. 2. Governmental policies are leading or encouraging academic researches, which should rather be academic researches provoking government to come up with policies. 3. Social and cultural dimensions are lacking in the learner-centered approach. 4. The study was centered on the urban area. It did not discuss enough about the actual rural context of the elderly education. 5. The elderly education study failed to show the various approaches/methods of life-long learning. 6. The elderly education study failed to show the needs of the different stages of the elderly people. 7. The general population is not well considered in academic researches regarding educational gerontology. 8. Competencies of professionals in the field of elderly education need more attention and discussions. 9. The prevailing research paradigm which is positivism is not cohesive with our local elderly educational structure due to culture. Recommendations based on the above findings are as follows: For academic field: 1. Various research paradigms and methods are encouraged to be adopted; 2. Studies should also pay more attention to social and cultural dimensions; 3. Subjects, regional and field sampling distributions should be more comprehensive and extensive; 4. Strengthen the connection between theory and practice; 5. Make use of other countries’ experiences to aid the development of elderly education in Taiwan; 6. Actively foster elderly education researchers and practitioners. For government organizations: 1. Effectively integrate educational resources. 2. When government formulates policies and laws, there should be communication and dialogue with academic researchers.