樂齡學習中心教師美學教學信念之研究

周維玲(Wei Ling Jou)

指導教授 ： 胡夢鯨

國立中正大學/教育學院/成人及繼續教育學系/碩士(2014年)

摘要

本研究旨在探討樂齡學習中心美學教師之專業背景與教學信念相互間的關係；且探索樂齡教師美學教學之各層面信念。本研究採個案研究法，透過質性研究，文獻分析，針對四位樂齡美學教師進行半結構式訪談、觀察記錄分析。本研究的目的如下:
一、 探討樂齡學習中心美學教師之專業學習背景及教學信念形成歷程；
二、 探討樂齡學習中心美學教師之教學目標信念；
三、 探討樂齡學習中心美學教師其教學內容信念；
四、 探討樂齡學習中心美學教師其教學角色信念；
五、 根據研究結果，提出對未來高齡美學教師教學之建議。
本研究經資料分析獲得以下結論:
一、樂齡學習中心美學教師先備專業背景不一，有先具高齡知識背景，也有先具藝術美學背景，然而透過終身學習精神及教學反思的過程，皆能有效達成高齡美學教學的成果。
二、樂齡學習中心美學教師的教學信念形成歷程，起初以教學者自身經驗出發，透過教學過程的接觸、長者回饋及教學效益的積累，漸次調整以學習者為中心的行動歷程。
三、樂齡學習中心美學教師，其教學內容信念，首需瞭解高齡者學習特性，師生年齡相近，更顯適才適性增強教學效益。
四、樂齡學習中心美學教師，在其美學教學目標信念，亦鼓勵自然精進技能，夥伴友善互動，匯集長者生命價值能量，提昇人文素養，貢獻所學於社區的利他健全發展行為。
五、樂齡學習中心美學教師，在教學目標信念方面不重視技巧傳授，偏向與生活、生命、社群聯結的多層次美學觀，增益高齡學習者寬闊視野、開發美學想像力、思考力、生命復原力與藝術審美能力來消減長者的美盲。
六、樂齡學習中心美學教師，其教學內容信念為課程設計及教學方法皆具動態特性，營造友善高齡學習環境，是以與己、與人、與物、與生活、與自然，並重視以生活實用、實體體驗之多元化。
七、樂齡學習中心美學教師，其教學角色信念方面，以循序漸進陪伴、促進、統整長者美學素養；透過師生共學，彼此探索理解生命經驗，共創「教學相長」美學精神。
美學教育絕不是單向式的教學行為，是教學者與學習者雙向互動及回饋的動態歷程。研究者再依據上述各項研究結論，提出本研究建議，分述如下:
一、 對美學教師的建議
（一） 資深美學教師可將高齡教學經驗及美學信念有系統的傳承給美學教育後進者，讓美學教學目標更趨益臻完善，豐盈長者美學的彩度和譜寫老化的生命樂章。
（二） 美學教師應瞭解高齡者學習之特性，巧妙應用多元教學方法，靈活調整教學內容與進度，維持良善關懷的互動，增益高齡者美學素養及維持學習的持續動力，達到事半功倍的教學效益。
（三） 樂齡美學教師與樂齡學習者應形塑亦師亦友的夥伴角色關係，循序漸進啟發高齡者美學涵養的生命力，及促進高齡者活躍老化的自我認同與正向信念，達到在地成功老化的美學生活。
二、 對樂齡中心的建議
（一） 鼓勵樂齡美學教師參與樂齡教學相關研習或師資培訓，加強美學教學專業知識和能力，增加教學深、廣度，提升美學教學成效。
（二） 打造樂齡美學教育的學習環境與專屬空間

關鍵字

美學教學 ； 樂齡學習中心教師 ； 教學信念

並列摘要

The purpose of the study was to investigate the correlation between the professional background and the teaching belief in the senior-citizen learning center. Becides, the study investigated how the teachers, in Senior-Citizen Learning Center (SCLC), teached in all aspects of teaching faith. Through Qualitative Research and Documentary Analysis , the study was adopted Case Study. Based on the Semi-Structured Interviews and The Observer XT with four SCLC teachers, the survey popurse concluded as follows: (a) To investigate the SCLC teachers’ professional backgroung. (b) To analysis the forming process of the teaching faith. (c) To investigate the SCLC teachers’ teaching purpose and faith. (d) To investigate the SCLC teachers’ teaching roles and faith. (e) According to the result of the study, which was based on the advices for SCLC teachers’ teaching, the study had concluded: (e-1) The SCLC teachers’ specailty were in different aspects, some were in elders knowledge, and some were in aesthetics. However, they could achieve the teaching goal for elders through the process of self-reflection on teaching and learning in their lifetime. (e-2) First, the process of teaching faith in the SCLC began in teachers’ teaching experiences. During the teaching process, the feedback from elders and the increasing of the teaching experiences would gradually adjest the teaching faith, which was from the learners’ point of view. (e-3) The SCLC teachers had to realize the learners’ character to promote the teaching benefit. (e-4) In the aspect of aesthetics teaching faith, the SCLC teachers also encouraged the elders to help each other in order to promote the quality of humanism and feedback to the society. (e-5) In the aspect of the teaching aims and faith, the SCLC teachers didn’t emphasize on delivering the skills. They focused on combining the aesthetics conection among life, social group. In order to enhance the elders’ sense of aesthetics, they engaged in enhancing the learners’ view, imagination, thinking ability and aesthetics standards. (e-6) The SCLC teachers designed their lessons in active and created a friendly learning environment. Besides, they emphasized on the practicability multielement in life. (e-7) The SCLC teacher kept company with the elders and kept promoting their senseof aesthetics. That is, the aesthetics education was not a single teaching way, but an interactive process. To sum up, teaching benefits teachers as well as students.　According to the upper study results, the researcher promoted some suggests as follows: (a) To the aesthestics teachers: (a-1) The senior aesthetics teachers could pass on the teaching experiences and faith toward aesthetics to the new teacher. That is, the teaching goal of the aesthetics would become better and approach perfection day by day. (a-2) The aesthetics teachers should realize the character of the learners to teach in line with the student's ability. (a-3) The aesthetics teachers should play an important role in teachers and friends with the learners and promote the learners’ creativity and possitive faith toward life. (b) To the SCLC: (b-1) The SCLC should encourage the aesthetics teachers to attend the relative research and study to promote the professional knowledge and ability in aesthetics. (b-2) To create a exclusive learning environment and space for aesthetics education.

並列關鍵字

teaching faith ； aesthetics teaching ； the SCLC teacher

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