樂齡教學設計模式發展及其培訓成果分析

本研究目的是在探討樂齡教學123設計系統化模式的理論內涵及其應用架構，以及接受其培訓學員的訓練成果。本研究以參與2017年樂齡學習規劃師培訓並完成「教學123設計架構表」的383位學員為研究對象；另外本研究透過檢核表作為分析工具，以分析量化資料為主。研究結果包括：教學123設計系統化模式符合高齡學習特性，能幫助受訓者掌握教學設計原則；教案主題以「運動保健」居多，在「單元目標清楚的程度」、「體驗性教學活動」及「行動策略設計與教學目標連結」這三項指標掌握程度較好；曾經參與過相關培訓學員在教案撰寫能力上表現優於未參加相關培訓者。研究建議包括：建立教學123架構指標意涵與撰寫參考原則；樂齡規劃師可透過自我導向學習與參加培訓，強化系統思考與設計能力；加強多元主題的樂齡核心課程的教案設計實作。

關鍵字

樂齡教學123設計模式；樂齡學習教師培訓；高齡教育

並列摘要

The purposes of the research were to review 123 instructional design model for active aging learning, and to evaluate its training outcomes on individuals who learn how to develop instructional programs for elders. 383 trainees participated in ＂2017 Training Program for teachers of Active Aging Learning＂ and completed filling out ＂123 Instructional Design Forms＂. Quantitative analysis and checklists were used as tools for assessments. The results of the research suggest that the 123 instructional design model meets the characteristics of adult learning, which can help the teachers of Active Aging Learning master the instructional design principles. In addition, the study concludes that ＂sports and health＂ was the main theme of the lesson plan; furthermore, trainees got more familiar with the following three principles: ＂the degree of clarity to each lesson＂, ＂experience-based teaching activities＂ and the ＂link between strategic design and teaching objectives.＂ Those who participated in the teacher's training performed better in drafting lesson plans than those who did not participate in it. Overall, the results of the study testify ＂123 instructional design＂ as an effective and highly practical model and suggest that the corresponding instructional design model and training content are significant for planning other related programs.