本研究以戰後嬰兒潮世代公教人員為對象,目的在探究受試者對於活躍老化學習需求及參與意願、探討其學習需求與參與意願差異情形、分析個人背景變項對於受試者活躍老化學習需求及參與意願之差異性。本研究採用問卷調查法並以描述性統計法、相依樣本t檢定、獨立樣本t檢定、單因子變異數分析法分析調查資料。結果如下:一、受試者以「運動保健」層面學習需求為最高,參與學習意願也最高;二、活躍老化課程主題以「居家安全」、「睡眠品質」、「學習正向思考」、「家人相處」、「親友照顧」被認為最重要需求最高;三、「用藥安全」、「活化記憶力」、「家人相處」、「親友照顧」課程主題被認為重要,參與意願也高;四、受試者最不重視「貢獻服務」層面,又以「人力資源開發」課程被認為最不重要;五、受試者對於「心靈成長」層面「活化記憶力」課程學習需求高、參與意願強;「學習正向思考」參與意願與學習需求落差為最大。六、對於「人際交往」層面參與意願為最低,其中又以「性別知識」課程需求為最低,參與意願低;七、對於活躍老化學習參與意願顯著低於學習需求,以「生活安全」層面差異性最大,其中又「交通安全」課程差異性最大;八、性別、自覺健康狀況會影響受試者活躍老化學習需求;九、婚姻狀況、健康狀況、終身學習時數會影響受試者活躍老化學習參與意願。建議:一、高齡課程規劃應先評估高齡者學習需求,系統性設計課程。二、運用在地資源,擴增高齡者學習機會;開闢多元學習管道,提供誘因鼓勵高齡者參與學習。三、結合社政、學校、民間各單位資源,透過策略聯盟方式以提供多元化及網絡化的學習機會。四、高齡教育課程設計可採多元學習方式,政策宣導類課程可以融入式教學法納入課程。五、針對不同背景的嬰兒潮世代,提供適合的學習活動。六、教育行政單位應建立高齡教育評鑑考核制度。七、對未來研究的建議。
Baby boomers born after World War II, will continue to bid farewell to the job, this wave of baby boomer retirement leads to follow-up effects which will continue to spread to be a big issue in global politics, economy, society, education and health care. In this study, Subjects of study are civil servants and teachers after the baby boomers, to explore the learning needs, the theme learning and willingness to participate of active aging, exploring the differences of their learning needs and willingness to participate, as well as analysis on variations of personal backgrounds about active aging learning needs and willingness to participate. In this study, the questionnaire and methods adopted are descriptive statistics, paired samples t test, independent sample t-test, single factor ANOVA analysis of survey data. The results are as follows: 1,Both the highest learning demand and participation willing are the “ sport and health level “;2,The active aging Topics on “home security”,” quality of sleep "," learning positive thinking " “good relationship to family members”,” friends and relatives to take care of " are considered the most important and the demands are urgent;3,The themes on ” drug safety”," activation of memory”, “good relationship to family members”, relatives or friends to take care of " are considered important, and high willingness in participation;4,The willingness and participation for active aging study of subjects is moderate;5,The most subjects ignored most is the “contribution level”, and that the course theme of "Human resources development “is not so important, and the willingness to participate is also low;6,” interpersonal engagement level” is the lowest, and in the theme of" gender knowledge "curriculum least, the willingness to participate is also low;7,Active aging study willingness to participate is significantly lower than the learning needs, the major difference is in the level of" life safety "and" traffic Security Topics”; 8, Gender, perceived health status will affect the subjects’ active aging learning needs; 9, marital status, health status, the length of time on life-long learning will the will of subjects to participate. Recommendations: First, use the local resources, open up diverse learning pipelines, innovate learning modes, amplify in the senior citizens who participate in learning opportunities; Second, identify the needs of different backgrounds of the infant tidal generations and provide appropriate learning activities, to enhance their participation and willingness; Third, use the system thinking skill to plan the aging curriculum to facilitate the aging people to participate in learning;4th , Educational and administrative units should be established for senior citizens education evaluation appraisal system; 5th, recommendations for future research.
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