鄉村社區手工藝學習方案對低識字中高齡者自我價值之研究

A study on self-worth of ill literate middle adult and old adult applied the rural community handicraft program

陳曉萍(Chen xiao-ping)

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(2012年)

摘要

本研究藉由『鄉村社區手工藝學習方案』的實施，探討低識字中高齡者自我價值。研究目的有下述三項(一)探究低識字中高齡者參與手工藝學習方案之整體學習歷程；(二)發展鄉村社區特色及運用在地資源的低識字中高齡手工藝學習方案；(三)探討鄉村社區中高齡手工藝學習方案對低識字中高齡者的自我價值之影響。
本研究採用行動研究法，並以東石鄉鰲鼓社區為主要研究場域，研究對象為成人基本識字班中的低識字中高齡為主，參加者共計七位。推動歷程主要分為三個階段:第一階段:規劃期，行動研究前期的方案規劃與設計，將在地特色素材融入手工藝學習方案。第二階段:實施期:運用「當地特色素材」進行手工藝學習方案。第三階段:評估期:行動研究後期以省思與觀察，探討低識字中高齡者的學習及自我價值之成效及成長。
教學者以多元互動的理念並趨向以學員為中心的教學方法，並且就地取材作以蚵殼為手工藝材料，透過手工藝學習方案促使學員提升自我價值。研究中透過研究者的觀察及省思札記、上課錄影及協同觀察者的建言及課前與課後訪談等方式進行資料收集與分析。透過資料分析，得到結論摘述如下：
壹、鄉村低識字中高齡者的整體學習歷程，由手工藝學習方案的實施後，從無自信、被動，轉向有自信、積極主動的表現。
貳、將學員的生活經驗融入教學內容及運用在地取材的體驗機會，使手工藝學習方案合適於鄉村社區中推動。
参、透過手工藝學習方案的實施後可以提升低識字中高齡者的自我價值感，可從面對挫折和失敗的反應、面對他人批評的反應、面對遇到需要抉擇的反應、面對同儕(人際)時互動的反應及看待生命態度的反應等面向獲得印證。
最後，依研究結論針對台灣鄉村社區實務教學者及對未來研究方面，分別提出建議。

關鍵字

鄉村社區 ； 低識字中高齡者 ； 手工藝 ； 自我價值

並列摘要

This study aims to investigate self-worth of ill literate middle adult and old adult with the application of rural community handcraft program. The research purpose includes: (1) to investigate the learning process of ill literate middle adult and old adult learning handicraft; (2) to develop a handcraft program with rural community characters and utilizing local resource; (3) to investigate the impact of rural community handcraft program on self-worth of ill literate middle adult and old adult.
This study applies the action research by focusing on Augo community, Dong-Shih county. Its objects of study are mainly ill literate middle-aged and the elderly in the Adult Basic Literacy Course. There are seven participants.
The development process includes three phases: planning, application and evaluation. The first phase is to involve local materials into the handicraft learning program. The second phase is to conduct the handicraft learning program with local materials. The third phase is to investigate self-worth of ill literate middle and old adults by reflecting and observing the participants.
The teacher applied a diverse, interactive and student-oriented teaching method, and utilized local oyster-shells as materials. The program was designed to improve their self-worth. With the researcher's observation and reflection notes, video tapes, suggestions of other observers and interviews before and after class, the conclusion was made as following:
1. After the application of handicraft learning program, rural ill literate middle and old adults are becoming more active and self-confident.
2. The handicraft learning program combines their life experience and teaching contents and utilizes local materials, and therefore it is suitable to be developed in rural communities.
3. The application of handicraft learning program improves the self-worth of literate middle and old adults, including their response to failure, frustration and other's criticism and how they make choices, interact with others and view life attitude.
At last, the research conclusion provides further suggestions to teachers in Taiwan's rural communities and further researchers respectively.

並列關鍵字

rural community ； ill literate middle adult and old adult ； handicraft ； self-worth

參考文獻

陳淑芬(2010)。高齡教育機構推動創意老化方案之研究。國立暨南國際大學成人與繼續教育研究所碩士論文，未出版，南投。

蔡宏進(1989)。鄉村社會學。台北：三民。

趙叔蘋(2008)。改善高齡者步行能力之因素探討。中華體育季刊，22(2)，34-44。

林元紅(2009)。國小藝術課程與社區節慶認同之研究__以石門國小「藝氣風發」課程發展為例。國立臺北教育大學藝術與造形設計學系教學碩士論文，未出版，台北。

林淑惠(2011)。自我價值與個人成就動機在網路霸凌知覺之研究--以高科技產業職場為例。國立臺灣師範大學工業教育學系在職進修碩士班碩士論文。未出版，台北。