低識字高齡者參與敘說生命故事活動之代間學習歷程研究

A Study of the Intergenerational Learning Course of Low-Literacy Elderly Participating in a Life Story-telling Activity

羅賢珈(Hsien-Chia Lo)

指導教授 ： 陳毓璟

國立中正大學/教育學院/成人及繼續教育系高齡者教育研究所/碩士(2014年)

摘要

本研究主要探討低識字高齡者參與為兒童敘說生命故事活動之經驗與改變，目的包括低識字高齡者為兒童敘說生命故事活動之動機、過程中所遭遇的障礙及學習與收穫。
本研究採用訪談方法，並以某國小為主要研究場域，研究對象為成人基本識字班裡的低識字高齡者為主。活動實施的歷程主要分為兩個階段:第一階段為低識字高齡者生命故事班培訓課程，協助低識字高齡者可以重新檢視自己的生命歷程，建構出自己的生命故事內容並能分享給兒童聆聽，在過程中重新建立信心，共有20位低識字高齡者參與培訓課程。第二階段為為兒童敘說生命故事活動的實施，讓低識字高齡者實際進入國小場域為兒童敘說生命故事活動，以促進兩代之間的認識及良好的互動模式，共有15位低識字高齡者為兒童敘說自己的生命故事，但事後徵求長輩們的受訪同意以及時間上可以配合的，最後訪問了11位說故事的低識字高齡者。
研究中透過研究者的觀察紀錄表及省思札記、活動中的錄影及照片、活動後訪談等方式來進行資料的蒐集與分析，透過資料之內容分析，最後獲得如下的結論:
一、低識字高齡者參與為兒童敘說生命故事活動的原因，來自於教學者的訊息與邀約或家人的支持與鼓勵，引發對於活動的興趣，提升下一代對過去生活的認識。
二、低識字高齡者在參與為兒童敘說生命故事過程中，會因為出現緊張的情緒、活動時間的掌握、場地安排、旁人態度上的阻礙、國台語的語言差異或參與兒童年紀的高低等問題，都會形成活動的障礙。
三、低識字高齡者在參與為兒童敘說生命故事過程後，藉由回顧過去的生命記憶，並將教育觀點和說故事的技巧融入在自己的生命經驗中，增進了代間互動和建立彼此的友誼，有效促進長輩其自我信心和同儕間相互學習與交流。
最後，依據研究結果，針對參與為兒童敘說生命故事的低識字高齡者、承辦單位、高齡教師及對未來研究方面，分別提出建議。

關鍵字

敘說生命故事 ； 低識字高齡者 ； 代間學習

並列摘要

This study investigated the experience and changes of seniors with low literacy skills participating in an activity of telling life stories to children. The purposes were to understand the motivation, obstacles, the journey of learning, and the learning outcomes of low-literacy elderly who shared their life stories with children.
The interview method was adopted, and a primary school was chosen as the research setting. Low-literacy seniors from a beginner's adult literacy training course were selected as the research participants. The life storytelling activity consisted of two stages. The first stage was life story training courses for low-literacy elderly, who received assistance in reviewing their journey through life, constructed and shared their life stories with children, and regained their confidence in the process. There are 20 low- literacy elderly to participate in training courses.The second stage was the implementation of the activity, involved letting low-literacy elderly step into a primary school to share their life stories with school children. The activity encouraged intergenerational understanding and provided a good mode of interaction. A total of 15 low-literacy elderly for children narrate their life stories. Afterwards seek elderly of respondents agree and can cooperate on time, last visited 11 storytellers low-literacy elderly.
Data were collected through researcher’s observation, reflective journals, videos and pictures taken during the activity, and interviews after the activity. Based on the conclusions, the findings are as follows:
1. Information and invitations from teachers, as well as support and encouragement from family members, motivated the low-literacy elderly interest in sharing their life stories with children, thereby bettering the next generation’s understanding of life in the past.
2. During the course of telling their life stories to the children, the obstacles encountered by the low-literacy elderly included the onset of anxiety, issues with time control and venue arrangements, and attitudes from the spectators. Language barriers due to the difference between the Mandarin and Taiwanese languages, as well as the children’s age differences, were also obstacles to this activity.
3. After sharing their life stories with the children, the low-literacy elderly recalled old memories and integrated educational perspectives and storytelling skills into their own life experience. In doing so, the activity not only encouraged intergenerational interaction and friendship but also effectively boosted elderly self-confidence, as well as learning and exchange among peers.
Based on the findings, suggestions were offered to low-literacy elderly who wish to tell their life stories to children, related organizers, teachers who teach elderly adults, and future research.

並列關鍵字

Intergenerational learning ； Life story-telling ； Low-literacy elderly

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