本研究以世界衛生組織於2002年所提出來的高齡社會之願景─活躍老化為基礎,旨在探討樂齡大學課程規劃者對於活躍老化學習課題的認知與規劃情形。研究目的為:(一)瞭解樂齡大學課程規劃者對於活躍老化學習層面與學習主題重要性的認知情形;(二)瞭解樂齡大學課程規劃者對於活躍老化學習層面與學習主題實際開設的情形;(三)分析樂齡大學課程規劃者對於活躍老化學習層面與學習主題重要性認知以及實際開設的情形之差異。 本研究使用問卷調查法並輔以半結構式訪談法,以參與教育部2010下半年至2011上半年樂齡大學計畫之全臺56所樂齡大學為調查研究對象;本研究結論包含下列幾點: (一)樂齡大學課程規劃者對於高齡教育課程願景與目標有共識 (二)樂齡大學課程規劃者對於活躍老化五項學習層面重要性認知偏高,依序為:運動保健、生活安全、心靈成長、人際交往、以及貢獻服務 (三)樂齡大學課程規劃者對活躍老化五項學習層面課程開設情況依序為:運動保健、心靈成長、人際交往、生活安全、以及貢獻服務 (四)除了「運動保健」學習層面之外,樂齡大學課程規劃者對於其他活躍老化學習層面實際開設的情形,顯著低於其重要性的認知;其中又以「生活安全」學習層面之差異最大 (五)在活躍老化學習主題重要性認知與實際開設情況的差異方面,研究發現平均數差異最大的依序為「緊急通報系統」、「預防詐騙」、「交通安全」、「親友照顧」與「睡眠品質」等五項 本研究建議:(一)樂齡大學課程規劃者優先開設重要性程度高,實際開設率卻不足的學習主題;(二)建議宜建立高齡教育專業師資庫;(三)將活躍老化學習課題納入高齡教育專業培訓中,以幫助我國未來高齡教育課程與樂齡大學之專業發展。
Active aging is the vision of the aging society referred to World Health Organization in 2002. The aim of this study is to investigate senior university curriculum planners’ assessment of the importance and the actual opened situation of active-aging based themes. Through analysis, the study found the gap situation of the importance of awareness and the curriculums actually opened. This study found that the senior university curriculum planners’ perspectives toward the importance of learning the active-aging based themes and the situation of actually opened curriculums had significant differences. The senior university curriculum planners had a consensus for the vision and goals of elder education, but not corresponding to these themes. Therefore, this study suggests that elder education institution should set active-aging based themes into the training program for senior university curriculum planners. Finally, the study suggests that the senior universities should consider the local culture and meet the needs in order to be sustainable. Key words: Active aging, Elder education, Senior university