高齡教學專業人才培訓之研究：Kirkpatrick的學習層面之評估

Training Teachers for Senior Adults and its Effectiveness: Evaluation of Kirkpatrick’s Level Four

黃雪雅(Hsueh-Ya Huang)

指導教授 ： 魏惠娟

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(2015年)

摘要

本研究旨在探討參與樂齡學習計畫核心課程培訓後針對學員學習層面之評估。藉由內容分析和Kirkpatrick的學習層面對樂齡學習計畫專業人才培訓進行評估，針對培訓過程中的資料和指定作業之內容分別進行內容分析，分別包含學習活躍樂齡教學、活躍老化核心課程和活躍樂齡創新教學之學習情形，並將資料中之內容進行分類、編碼，分析學員在學習層次的成效。本研究獲得以下四項結論：
一、經由樂齡學習典範課程研討培訓，藉提供理論與實務操作、教學示範與演練，學員在學習層面呈現以「教學設計」的學習情況最佳。
二、經由樂齡學習典範課程研討培訓後，學員在「教學設計」的學習層面，發展出的技巧有：學會規劃課程、設計教學活動；能運用系統性的思維規劃深化高齡教育方案；瞭解學習評估學習者特性之重要性；學會因應不同類型學員，調整學習活動等四方面。
三、經由樂齡學習典範課程研討培訓後，學員在「活躍老化核心課程」的學習層面，發展出的技巧：以學會活躍老化核心課程的重要知識：五大類課程和27個主題；能使用樂齡學習教材深化核心課程。
四、經由樂齡學習典範課程研討培訓後，學員在「活躍樂齡創新教學」的學習層面，發展出的技巧：學會創新教學模式-教學123並能應用之。教學123為核心課程教學模式，1代表每一單元所要探討的一個重點，2代表針對該單元所要探討的問題進行之兩個教學活動（一為意識喚醒的體驗式活動、二為針對教學重點的知識性教學策略），3則代表該單元結束後，能回去應用的三個行動策略。
本研究依結果與結論提出建議，供政府機關、高齡教育相關機構、高齡教學專業人才和未來研究之參考。

關鍵字

培訓成效評估 ； 高齡教學培訓

並列摘要

The current research aims to assess participants’ learning level after they participated in the training for core curriculum of active aging learning. We conducted content analysis and used Kirkpatrick’s level four to assess the training for active aging learning professionals. In addition, we analyzed the content of training data and assignments during the training process, including learning circumstances of active aging teaching, active aging core curriculum and active aging innovating teaching. Furthermore, in order to analyze the effects of participants’ learning level, all collected data were classified and coded. The researcher presented four findings from the research:
1. Through discussion and training for core curriculum of active aging learning, it offered theoretical and practical operation, teaching demonstration and drill, and participants represented the best learning situation was “teaching design” in their level four.
2. After the participants participated in discussions and training for core curriculum of active aging learning, at “teaching design” level four, they developed some skills which included learning how to plan curriculum and designing teaching activities, using systemic thinking to deeply plan elder education programs, realizing and learning how important was to assess the characteristics of learners, and learning how to cope with different types learners and adjust activities.
3. By means of discussions and training for core curriculum of active aging learning, the participants developed two skills at “core curriculum of active aging learning” level four as followings: they not only learned about the important knowledge of core curriculum of active aging learning that classified 5 courses and 27 topics but also learn how to apply the teaching materials of active aging learning to deepen core curriculums.
4. The participants participated in discussions and training for core curriculum of active aging learning afterwards, at “innovative teaching of active aging” level four, they learned the mode of innovative teaching(teaching 123) as well as learned how to apply it. What is called teaching 123 is a teaching mode of core curriculum. 1 represents that you can explore one focal point when you designed each teaching unit. 2 represents that you have to design two teaching activities what you want to explore problems in each teaching unit (One is an experiential activity of awakening consciousness. Another is focus on knowledge of teaching strategies for teaching points.). 3 represents that you can designed three action strategies for participants who can apply it after the end of class.
To sum up, the results of this study can provide suggestions for the government, the institution of older adult educational, the elderly teaching professionals and future research as future reference.

並列關鍵字

evaluation of training effectiveness ； training teacher for senior adult

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