樂齡大學學員與科技大學學生代間學習之研究

本研究旨在探討樂齡大學員與科技生互動習之狀況，其具體包括本研究旨在探討樂齡大學員與科技生互動習之狀況，其具體包括本研究旨在探討樂齡大學員與科技生互動習之狀況，其具體包括本研究旨在探討樂齡大學員與科技生互動習之狀況，其具體包括探討：一、探究樂齡大學員與科技生因參「代間習」，其之差異。一、探究樂齡大學員與科技生因參「代間習」，其之差異。二、探討樂齡大學員與科技生因參「代間習」，前後感受之差二、探討樂齡大學員與科技生因參「代間習」，前後感受之差異。三、探究樂齡大學員與科技生因參「代間習」，對彼此相處的態度三、探究樂齡大學員與科技生因參「代間習」，對彼此相處的態度三、探究樂齡大學員與科技生因參「代間習」，對彼此相處的態度三、探究樂齡大學員與科技生因參「代間習」，對彼此相處的態度三、探究樂齡大學員與科技生因參「代間習」，對彼此相處的態度三、探究樂齡大學員與科技生因參「代間習」，對彼此相處的態度三、探究樂齡大學員與科技生因參「代間習」，對彼此相處的態度三、探究樂齡大學員與科技生因參「代間習」，對彼此相處的態度三、探究樂齡大學員與科技生因參「代間習」，對彼此相處的態度狀況與想法。四、探究樂齡大學員與科技生因參「代間習」，衝突或融合之影響。四、探究樂齡大學員與科技生因參「代間習」，衝突或融合之影響。四、探究樂齡大學員與科技生因參「代間習」，衝突或融合之影響。四、探究樂齡大學員與科技生因參「代間習」，衝突或融合之影響。四、探究樂齡大學員與科技生因參「代間習」，衝突或融合之影響。四、探究樂齡大學員與科技生因參「代間習」，衝突或融合之影響。四、探究樂齡大學員與科技生因參「代間習」，衝突或融合之影響。四、探究樂齡大學員與科技生因參「代間習」，衝突或融合之影響。四、探究樂齡大學員與科技生因參「代間習」，衝突或融合之影響。五、探究樂齡大學員與科技生因參「代間習」，產之正向影響。五、探究樂齡大學員與科技生因參「代間習」，產之正向影響。研究擬以質性研究方式進行，以半結構式訪談為主，文獻探討及觀察記錄、省思等文件為輔方式，來做為收集資料之策略。訪談內容分為1.「個人基本資料」 2. 「前測代間學習之認知」 3. 「就讀原因與期待」 4. 「後測代間學習之認知」 5. 「代間學習互動、功能與活躍老化終身理論」等部份。「代間學習互動、功能與活躍老化終身理論」等部份。「代間學習互動、功能與活躍老化終身理論」等部份。「代間學習互動、功能與活躍老化終身理論」等部份。「代間學習互動、功能與活躍老化終身理論」等部份。「代間學習互動、功能與活躍老化終身理論」等部份。「代間學習互動、功能與活躍老化終身理論」等部份。進行5位樂齡大學學員，5位科技大學生科技大學生訪談，訪談後將蒐集所得訪談資料加以分析，最後根據研究結果及討論，歸納出研究發現與結論：一、研究發現樂齡大學員與科技生因參與「代間學習」整體來說，參與「代間學習」整體來說，參與「代間學習」整體來說，參與「代間學習」整體來說，彼此有互動，認為會比較沒有代溝。學生認為活到老學的精神值得習，活到老學的精神值得習，活到老學的精神值得習，樂齡大學學員認為可學習到生的新思維與想法。二、研究發現樂齡大學員與科技生因參與「代間學習」參與「代間學習」參與「代間學習」參與「代間學習」參與「代間學習」參與「代間學習」參與「代間學習」參與「代間學習」以前看法一致，並不暸解甚麼是「代間學習」。樂齡者認為參與「代間學習」以前，年輕人求知不積極，參與「代間學習」後，仍覺得年輕人學習態度不夠好。但雙方接受老年的到來，把握當下努力快樂過日子。三、研究發現樂齡大學員與科技生樂齡大學員與科技生因參與「代間學習」對彼此相處的狀參與「代間學習」對彼此相處的狀參與「代間學習」對彼此相處的狀況與想法是，都不覺得對方是弱者，彼此不了解對方而產生害怕與觀望態度，彼此都希望以互相同等尊重態度相待。也產生兩種不同態度，一種是長幼兼容學習，另一種則是有限制隔閡的。四、研究發現樂齡大學員與科技生樂齡大學員與科技生因參與「代間學習」的參與「代間學習」的參與「代間學習」的理念與觀念的不同會有衝突；但樂齡者人生的經歷豐富，可做年輕人榜樣；年輕人的熱情、活力、可帶動樂齡者好的學習力。兩者相同的是對待雙方都不會刻意去經營關係，但都有意願建立雙向的關係。五、研究發現樂齡大學員與科技生樂齡大學員與科技生因參與「代間學習」會參與「代間學習」會參與「代間學習」會帶來正向影響，彼此認同樂齡者的榜樣，會影響年輕人的人生的態度；而樂齡者應該再學 II 習，活到老學到老，需要終身學習的正向思考，才可跟得上科技、時代的變化。

關鍵字

高齡者；樂齡學員；樂齡大學；代間學習；終生學習

並列摘要

The purpose of this research aimed at exploring the interaction between the undergraduates and the elderly students in senior college curriculum in one university of technology. There were five aspects to be inspected. First, what was learned by those who attended intergenerational learning curriculum? Second, was there any difference before and after attending the curriculum? Third, was there any defense toward each other before and after attending the curriculum? Fourth, did they conflict and merge in any specific way? Fifth, what was the positive influence? Mainly, the research proceeded in the way of both qualitative and semi-structure interview data analyse. Also, literature interviews, observational notes, reflection were supplemented. The interview dimensions contain: personal information, the expectation of the learning, recognition of the intergenerational learning, and the effect of the intergenerational learning. Normal interviews were proceeded, and five senior students and five undergraduates were interviewed. According the normal interviews and discussions, all the data were collected and analyzed. The findings were as follows: 1. The elderly students and undergraduates deem the intergenerational curriculum to be positive to diminish the generation gap. The inference was that the curriculum created an opportunity for the intergenerational understanding and communication. 2. All five elderly students and all five undergraduates agreed that none of them understand the concept of the intergenerational curriculum. The senior thought the young people to be inactive. After attending the curriculum, all five elderly students and all five undergraduates still believed the young people to be inactive. Meanwhile, both partied agreed that to seize the moment and to age gracefully were important. 3. All five elderly students and all five undergraduates thought the other parts were not weak at all. Due to the misunderstanding toward each other, the attitude of remoteness and standing-offish was obvious from the very beginning. After then, two attitudes co-exist in both parties. Some were open-minded, the others were confined to their own age group. 4. There were conflicts between two parties due to the expectation differences. Both parties weren’t purposeful to improve the relationship. However, both parties were willing to be polite toward the other party. 5. Both parties agreed that the positive effect existed. The elderly set good examples for the young. The young were willing to learn from the elderly too.