本研究旨在探討高齡生命繪本方案,對於社區關懷據點內不同之高齡學習者的生命意義感的影響,透過文獻探討及實驗結果,設計適合高齡學習者的高齡生命繪本方案並提出建議提供實務工作之參考。 爲達上述目的,本研究採以準實驗設計進行研究,以彰化縣埔鹽鄉埔南社區關懷據點高齡學習者為研究對象,規劃十週課程。以「生命意義感量表」問卷之14題評估指標驗證其成效,結果顯示本實驗以共變數分析融入生命意義教學對於高齡學習者在生命意義感,共計八項指標具顯著的提升效果,根據研究得以結論如下: 一、 參與高齡生命繪本方案可提升高齡學習者生命意義感。 二、 生命繪本方案課程在生命意義指標中「自己人生方向」、「安定當下心靈」、「更加重視人的尊嚴」等三項,須另透過其他教學策略融入生命意義教學以達效能。 三、 生命繪本方案可融入更專業之懷舊治療及藝術治療面向,並以在地化、生活化、需求化為考量設計課程。 四、 生命繪本教師應具備高齡教育專業、心理專業及藝術美感等素養,有助具生命意義之高齡繪本課程順利進行。
The purposes of this study are to explore the effects of elderly picture book program on the meaning in life of varying elder learners in community care stations, and to design picture book programs suitable for the elders and provide suggestions for practice through literature review and experiments. The research adopted quasi-experimental method. Lectures of ten weeks were applied on the elders in Puyan township, Changhua County, Taiwan (R.O.C.) and the fourteenth question in the scale of meaning in life was applied to assess the results. The results of analysis of covariance show significant elevation in eight indicators. The main conclusions are as follow: 1.Participating elderly picture book program raises the level of meaningfulness in life of elder learners. 2. In three indicators of “self life ambition“, “present mind comforting” and “more respect people” in the scale of meaning in life, other teaching strategies should be applied to achieve the results. 3. Nostalgic and art therapy can be integrated into elderly picture book program, and the lecture designed following localization, life-relatedness and practical needs. 4. Lecturers should hold specialty in elder education, psychology and arts to help elderly picture book program proceed properly.