台南市國中教師的老化知識、老年態度及教學行為意向之探討

研究動機與目的:台灣人口高齡化速度愈來愈快，老人議題值得重視，因此，教育部主張應透過正規教育摒除對老年人的年齡歧視，國中階段正當準備建立自我概念，若能及時融入老化教育，將有助於學生建立正確人生觀，亦能培養其尊老態度；而教師則是老化教育的重要推手，因此本研究以台南市國中教師為研究對象，旨在探查其老化知識、老年態度及教學行為意向的現況與相關情形。研究方法:本研究以結構式問卷做為資料收集工具，依分層取樣方式將台南市學校先分為都市、市鎮、鄉村三種類型學校，再依立意取樣原則各發放213份，共計發放639份，回收606份，有效樣本584份，樣本有效率91.4%。資料係以SPSS20.0版軟體作為分析工具，採用描述性統計、獨立樣本t 檢定、單因子變異數分析、皮爾森積差相關及階層迴歸等方式進行統計分析。研究結果:本研究對象大多為女性、已婚、育有子女；教育程度以研究所、未修讀老年課程、未受過老年研習居多；任教領域、學校類別則分散於各類型，任教年資以11至15年佔最多數。資料顯示，教師之老化知識得分為51.2，呈中等偏低樣態。差異分析部分則發現：1.是否受過老年相關研習者在老年態度上有顯著差異( t=2.715** )。2.受過老年相關研習、曾修讀老年相關課程者，其實施老化教學行為意向較為正向(t值分別為t=5.488**；t=4.311**)。3.數理領域在實施老化教學行為意向最低。相關分析部分則發現：1.教師的老化知識愈高，則老年態度愈正向，且進行老化教育障礙愈低(r 值分別為r=-.442**； r=-.119**)。2.老年態度愈負向，則進行老化教育障礙愈高(r=.230**)。階層迴歸部分則發現，「是否受過老年研習」及「任教領域（數理-人文社會）」對老化教學意向有顯著的預測力；「性別」及「老年態度」對老化教學障礙有顯著的預測力。研究建議:1.教育單位應增強教師對老年議題的敏感性，增加代間互動情境的研習，並正視教師老化教學障礙。2.師資培育機構應置入老年學相關課程於必修或選修學分；著重不同領域教師特徵，強化其教學意向；並開設綜合課程，培養師資生具備議題融入的教學能力。3.教師應正視老化議題，透過各種研習進修增能，各領域應破除教師性別刻板印象，致力進行老化教學。

關鍵字

老化知識；老年態度；教學行為意向

並列摘要

With rapidly increasing aging population in Taiwan, aging education is an urgent issue to be addressed. Based on the Ministry of Education’s suggestion that problems of ageism should be tackled through implementation of aging education, this study posits that timely and proper aging education in the junior high school phase would foster students’ outlook on life and cultivate them to have respect for the elderly. With a view to exploring and enhancing aging education in junior high schools, this study takes junior high school teachers in Tainan as subjects of research and investigates how their knowledge in aging, attitudes toward the elderly, and behavioral intentions to incorporate aging education in teaching affect their implementation of aging education. In this study, questionnaires were the main instrument for date collection. A total of 639 junior high school teachers in Tainan were sampled with 606 questionnaires returned. Among the 584 effective samples, 91.4% of which were valid, and most participants were married female teachers without relevant studies or workshop experiences on gerontology. After statistics analysis by means of Independent T-Test, Pearson Product-Moment Correlation Coefficient, and Analysis of Variance (ANOVA), the study found that subjects had a moderate level of knowledge of gerontology with an average score of 51.2. Additionally, the result showed a positive correlation between teachers’ knowledge in aging,attitudes toward the elderly. The more familiar teachers were with gerontology or the more positive attitudes they had toward elders, the fewer barriers they would face when implementing aging education. The study also discovered that the acquisition of gerontology knowledge and teachers’ subject professions were prominent factors to their behavioral intentions to implement aging education. Besides, teachers’ gender and their attitudes towards elders coincided with whether they would encounter difficulties when implementing aging education. Based on the findings, the study suggests that authorities should emphasize the importance of aging education and offer teachers pre- and in-service trainings in gerontology catering to different needs and objectives of various subject matters in school. Equipped with knowledge in gerontology, teachers should also adopt positive attitudes toward aging and develop their abilities to incorporate aging education in their teaching. Hopefully, with problems of insufficient teaching skills in gerontology addressed, teachers are more willing to implement aging education and therefore students are likely to hold more positive views on elders and aging.