高齡國樂團實務社群學習模式之探究 —諾爾斯成人學習觀點之應用

周寶珠(BAO-JHU JHOU)

指導教授 ： 高文彬

國立中正大學/教育學院/成人及繼續教育學系/碩士(2014年)

摘要

本研究以Wenger提出的實務社群理論為基礎，針對高齡國樂團實務社群之學習模式進行探究，並分析其社群實務的三要素：相互投入、聯合願景與共享智庫的形成與因素，期對實務社群理論有更深層的瞭解；並以諾爾斯成人學習觀點解釋高齡者實務社群學習模式。
本研究研究問題如下：
(一)、高齡國樂團實務社群成員學習之相互投入方式為何？
(二)、高齡國樂團實務社群成員學習之聯合願景方式為何？
(三)、高齡國樂團實務社群成員學習之共享智庫為何？
(四)、如何以諾爾斯的成人學習理論解釋高齡國樂團實務社
群學習模式？
本研究採用質性研究，並以半結構式訪談的方式，針對四個高齡國樂團實務社群16名成員進行訪談，透過本研究的實施得到以下研究結論：
一、高齡國樂團實務社群成員學習之相互投入模式為: (一)以互動為主的相互投入模式:與人互動，與事互動的相互投入 (二)以學習為主的相互投入模式:成員相互投入於各種不同學習方式。
二、高齡國樂團實務社群學習聯合願景之形成為:(一)成員共同協商(二)成員相互切磋(三)串聯成員個人願景(四)成員共同完成展演任務。
三、高齡國樂團實務社群成員學習之共享智庫:(一)共享學習歷程與新知識(二)共享人際關係資源(三)共享默契、語言、故事與文件，展演經驗(四)共享成長價值。
四、根據諾爾斯成人學習理論的觀點分析高齡國樂團實務社群學習模式。諾爾斯學習理論中強調成人學習源於內在動機、自我導向學習、生活經驗、社會角色、認知需求、在地生活為中心等。本研究發現這些學習特徵都可以在高齡國樂團實務社群中發現，並對實務社群的形成產生貢獻。
五、高齡國樂團實務社群學習，與高齡學習特性和成人學習特性有相似處也有獨特點。

關鍵字

學習模式 ； 實務社群 ； 高齡者

並列摘要

Based on Wenger’s theory of communities of practice, the researcher explores older adults’ learning patterns within Chinese orchestras by using 3 elements, including mutual engagement, joint enterprise and shared repertoire. Malcolm Knowles’ views on adult learning were also employed to explain older adults’ community learning behavior to supplement the theory of Communities of Practice. The research questions were as follows:

1. What are the mutual engagements of learning between the members in an Advanced age Chinese Orchestra.
2. What are the joint enterprises of learning between members in an Advanced age Chinese Orchestra.
3. What are the shared repertoires of learning in the members in an Advanced age Chinese Orchestra.
4. How to explain members’ learning patterns in an Advanced age Chinese Orchestra from the angle of Knowles’ views on adult learning.

The research is adopted by the qualitative approach and applied by the semi-structured interview methodology to interview 16 members in the Aadvanced age Chinese Orchestra with the following conclusions:
The patterns of mutual engagement of learning between members in an Advanced age Chinese Orchestra are: (a) Interaction is the key pattern for the mutual engagement: interaction with people and activities in the mutual engagement between members (b) learning is the key pattern for the mutual engagement: members are engaged mutually in various kinds of learning activities.
The conformation of joint vision between the members in an Advanced age Chinese Orchestra is (a) To negotiate with members mutually. (b) To learn from each other. (c) To connect individual visions together. (d) To complete the performance together by all members
The members in an Advanced age Chinese Orchestra learn to share repertoire in: (a) Sharing learning experience and new knowledge (b) sharing the resource of the relationships in people (c) sharing understandings, language, stories, documents, and performance experience (d) sharing the value of growth
Based on Malcolm Knowles’ adult learning theory and the learning patterns of Advanced age Chinese Orchestra community of practice, the researcher proposes the results: By Malcolm Knowles’ adult learning theory, we can look the forming of Advanced age Chinese Orchestra community of practice from different viewpoint. Malcolm Knowles’ adult learning theory focuses on internal motivation, self-directed learning, and experiences of lives, social roles, cognitive requirements and local life. These learning characteristics mentioned above all could be found in the Advanced age Chinese Orchestra community of practice and to contribute to the forming of community of practice.
There are not only common features but also unique features between Advanced age Chinese Orchestra learning, Advanced age learning and adult learning.

並列關鍵字

Learning patterns ； Community of Practice ； Older adults

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