以讀書會推展社區成人學習之歷程研究--以苗栗縣的發展為例

Community Adult Learning Progress through Reading Group Development --A case study of the development of Miaoli County

蕭宗智(TSUNG CHIH, HSIAO)

指導教授 ： 李明芬 教授

國立臺灣師範大學/教育學院/社會教育學系在職進修碩士班/碩士(2008年)

摘要

讀書會以非正式的成人學習形式，是一種最能表現成人自願、民主和參與本質的學習活動。是由民間自然形成的學習團體，其組成乃源於生活和學習不能被分離的根本原則，具有平權、自主、合作、彈性和可接近性的學習特質。讀書會在台灣成人教育的重要性可謂與時俱增。

讀書會可以讓社區成為一個具有文化環境、文化活動、文化參與、文化組織、文化素養的生活空間，這種組織能提供多元的學習活動、和方便社區民眾參與的學習環境，為台灣社區的學習文化奠定良好的起步。本研究的個案是以苗栗縣社區讀書會及讀書會發展協會為主要研究對象，以參加苗栗縣社區讀書會「帶領人培訓課程」後之帶領人和穩定參與讀書會活動之成員為研究範圍。研究的目的在探討讀書會透過理念和共識相互連結，藉由讀書會團隊學習的機制，增加溝通對話的頻率，凝聚彼此的共識，以形成營造個人或家庭所期待理想社區環境的動力。如何運作出一個有效能的讀書會，如何組織這些「小而美」的讀書會形成營造的動力，目前有那些營造的具體成效，整個營造歷程成功的因素有那些？

本研究由訪談、焦點團體會談及文件分析，發現其三個成功的推動社區成人學習的策略為：
一、以對話作為基本的學習形式，以團隊學習的模式凝聚共識，共同學習成長。
二、團隊學習形成的共同願景，整合學習資源，營造社區的學習文化，非營利組織在推動社區學習環境，需著重資源的整合與運用，成立學習中心，促使居民成為具有公民素養、終身學習的現代公民。
三、營造社區學習文化的行動包括兩項主要計畫：社區學苑的推展及圖書館營運策略。將讀書會、鄉鎮圖書館與相關社教機構結合，共同運作「社區學苑」，並以圖書館為中心達到社區營造的目的。

關鍵字

讀書會 ； 成人教育 ； 成人學習 ； 社區營造 ； 苗栗縣讀書會發展協會

並列摘要

Reading group, with an informal learning style of adults, is the best learning activity to represent the nature of willingness, democracy and participation of adults. It is a naturally-formed folk learning group, which was originated from the basic principal—living is never apart from learning. Possessing the learning characteristics such as equal rights, autonomy, cooperation, flexibility and accessibility, the importance of reading group for adult education in Taiwan has been rising recently.

Reading group can transform a community into a living space with cultural environments, cultural activities, cultural participation, cultural organizations, cultural discipline and cultural facilities. This kind of organization can provide significant learning activities and facilitate community residents’ participation in the learning environment, and further establish a solid foundation for culture life circles in Taiwan.

The major objects of this study are community reading groups in Miaoli and Miaoli Community Reading Group Development Association. The research area focuses on the leaders after participating “Reading Group Leader Training Program” courses held by Miaoli Community Reading Group Development Association and also the regular members participating in the reading group activities. The purpose of this study is to discuss that reading groups connect with each other through their ideals and consensus, and by the mechanism of team learning, reading groups increase the frequencies of communication and conversation, aggregate mutual consensus and therefore generate the motive force to build an ideal community environment of an individual or families. This study illustrates how to form efficient reading groups, and how to organize these “tiny and pretty” reading groups and generate the force of community empowerment. Furthermore, the study also discusses the specific accomplishments of community empowerment, and the key factors of successful empowering processes.

From the analyses of interviews, focus-group interviews and literature reviews, the study indicates three strategies successfully giving impetus to community learning:

1. Build up the consensus of reading groups. With conversation as a fundamental form of learning and with team learning, study groups can aggregate their consensus, share ideas and brainstorm, scheme out goals, and hence they can grow together.
2. Set up the team-learning organization’s shared vision, integrate learning resources, and build up the learning culture of the community. Besides successful strategic plans, a non-profit organization (NPO) in lending an impetus to community learning environment should emphasize the development and application of human resources, the integration of learning organization, the design and implementation of learning programs, and the establishment of learning centers which all will prompt community residents to become lifelong-learning modern citizens with citizen literacy.
3. Implement projects to establish the learning culture of the community. This includes two major projects—the impetus and development of community academy and the operating strategies of library. Well combine towns’ reading groups, libraries and corresponding community education organizations, jointly operate “community academy” to realize the dream of lifelong learning, and use libraries as centers to achieve the goal of community empowerment.

並列關鍵字

reading group ； adult education ； adult learning ； community development

參考文獻

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刊，76 期，頁38-39。