高齡者參與生活安全識字學習成效之研究:以南投縣竹山鎮中央社區為例

Research of the older adults in Safety and literacy learning outcomes : Nantou County Zhushan Town Central Community Case

陳月宮(Yueh-Kung Chen)

指導教授 ： 李雅慧

國立中正大學/教育學院/成人及繼續教育學系/碩士(2015年)

摘要

本研究的目的在探討高齡者生活安全識字學習方案的適切性，並且從教學過程中探討高齡者的學偏好與成效。研究者透過採用參與觀察、半結構式訪談，及文件等，來分析研究成果。綜合研究結論如下：
一、在課程規劃方面:與生活連結的課程，符合高齡者的發展任務；有趣、動手做的課程，能提升高齡者的學習動機。二、講述法能說明核心概念，但枯燥沒有變化；示範與實做練習法特別適用於動手做的課程；角色扮演教學法能提升學習專注力，但教師須具備引導能力；發表教學法能展現學生自信，但須事先規劃；教學方法是否有效，要看教師呈現的方式與時機。三、影片觀賞，劇情生動鮮明，能激發情感投入；案例研討切合生活情境，能引發共鳴；統計數據能產生危機意識，進而提升學習意願；經驗分享營造溫馨氛圍，增進人際關係；教學評量彈性多元，沒壓力又有成效；利用錄影設備，能更精確地注意教學的細節並修正教學策略；設計貼合實際情境的教學，可以提升評量的成效。四、具有以下學習成效 : 1) 認知生命發展的任務，並習得妥善因應。；2) 建立積極的學習態度，並提升幸福感；3) 累積成功的經驗，並建立自信心；4) 認識相同興趣的朋友，並改善人際關係。
基於上述研究結論，本研究針對高齡者教師、高齡者家屬、高齡者活動辦理單位提出未來實施的建議 :
一、對高齡者教師的建議 : 1)教學方案的規劃要依據學員的學習特性和需求；2)教學活動的實施要考量高齡者的生理和心理特性；3)教學評量的實施要採用較沒壓力的彈性多元方式。
二、對高齡者家屬的建議:1)多與家中長者互動，並時時表達關懷之意；2) 時時鼓勵與協助家中長者參與學習。
三、對高齡者活動辦理單位的建議:1)課程規劃要涵蓋生理、心理、社會層面需求，課程內容需要分級分階；2)上課地點要在交通便利處，教學環境要針對高齡者的生理特性來安排；3)教材內容要與高齡者的生活有關，教材型式力求多樣活潑。
關鍵字：高齡者、生活安全、識字學習、學習成效

關鍵字

學習成效 ； 識字學習 ； 生活安全 ； 高齡者

並列摘要

The purpose of this study is to explore the suitability of older adult security and literacy learning programs, and to explore the effectiveness of the teaching process in learning preferences of the older adults. Researchers analyze results through the use of participant observation, other semi-structured interviews, and documents. Comprehensive research conclusions are as follows:
Firstly, in terms of curriculum planning: life courses should be in line with the development of the elderly; fun DIY courses should help the elderly improve motivation. Secondly, didactic teaching of the core concepts can be boring and monotonous, hence, the method of demo and hands-on is particularly suitable for DIY courses; roleplaying can enhance learning and raise their focus, but teachers must have the ability to guide them; presentation can boost students’ self-confidence, but it requires advanced planning; whether teaching methods are valid, depending on the way and timing of the teachers’ presentation. Thirdly, watching a movie with a vivid plot can stimulate emotional investment; case studies meeting real life situations can lead to personal resonance; statistics can produce a sense of crisis, and thus enhance the willingness to learn; sharing experiences create a warm atmosphere and can improve interpersonal relations; learning evaluation is flexible and multi-faceted, with no pressure but with efficient results; using video equipment to pay more detailed attention to accurately revise teaching strategies; design teaching method to fit actual situations can enhance the assessment results. Fourthly, the following learning outcomes are: 1) the focus of development of life and learning the proper responses. ; 2) the establishment of a positive attitude towards the goal of active aging; 3) the accumulating of successful experiences and building self-confidence; and 4) the increase of social contact and improving relationships.
Based on the above findings, the author presents the suggestions for the older adult teachers, older adult families, and the older adult activity providers for future implementation:
Firstly, for the older adult teachers' advice: 1) teaching program should be based on students' learning characteristics and needs; 2) teaching and learning activities must take into account the physical and psychological characteristics of the older adults; 3) implementation of teaching assessments should use a more flexible multi-faceted, less-pressured way.
Secondly, the older adult’s family members are recommended to: 1) interact more with them, often expressing concern; 2) to encourage and assist older adults from time to time in learning.
Thirdly, the recommendations for the older adult activity providers are: 1) curriculum planning should cover the dimensions of physical, psychological, social demands, and curriculum content needs to be divided into different levels; 2) The learning location should be convenient for the older adults, and the teaching environment should address their physicological characteristics;
3) teaching materials should relate to the life of the older adults and be diverse and lively.
Keywords : older adults, safty , literacy learning, learning outcomes

並列關鍵字

literacy learning ； safty ； older adults ； learning outcomes

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