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高齡教育教師角色知覺、老化態度與教學策略關係之研究:成人教育學觀點

指導教授 : 魏惠娟
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摘要


本研究以樂齡學習中心、樂齡大學、長青學苑以及社區大學的教師為研究對象,本研究旨在:1、了解目前臺灣高齡教育教師的教師角色自覺、老化態度以及使用教學策略現況及差異;2、了解高齡教育教師角色知覺、老化態度及教學策略間的關係;3、了解高齡教育教師角色知覺、老化態度對教學策略的預測力,最後綜合研究結果,提供未來從事高齡教育工作者培訓課程規劃的從業人員具體建議,以及相關學術研究的實證資料。 為達上述研究目的,本研究採取問卷調查法進行研究。本研究總計發放問卷1,000份,回收有效問卷670份(回收率67%)。以描述性統計、單因子變異數分析、積差相關以及階層迴歸等統計方法,加以分析與討論,以驗證本研究之假設。 根據研究發現,歸納結論如下: 一、高齡教育教師知覺自身扮演「氣氛營造者」之程度最高;扮演「知識傳遞者」的程度最低; 二、高齡教育教師老化態度大致良好,以「生理與外觀」層面平均數最高;「智力與發展」層面平均數最低 三、高齡教育教師教學策略表現最佳的層面為「建立有益學習的氣氛」;表現最差者為「多元成效評估」 四、高齡教師角色知覺以女性、61至70歲、高教育程度、學生年齡層65歲以上、教學年資為3-5年、以及樂齡學習中心的高齡教育教師表現較佳 五、高齡教師老化態度以男性、國中教育程度、學生年齡層75歲以下、以及樂齡大學的高齡教育教師表現較佳 六、高齡教師教學策略以女性、61-70歲、研究所以上教育程度、學生年齡層65-75歲、教學經歷3-5年者、以及樂齡學習中心的高齡教育教師表現較佳 七、參與培訓課程的高齡教育教師其角色知覺、老化態度與教學策略接顯著優於未參與培訓者 八、教師角色知覺、老化態度與教學策略間具有顯著的正相關 九、高齡教育教師老化態度越正向,將能提升其教師角色知覺,進而促進其教學策略的成長 十、參與培訓課程,將能提升高齡教育教師其角色知覺落實於教學策略之程度 本研究依據研究結果與結論,針對高齡教育教師培訓規劃人員、高齡教育機構、高齡教育教師以及未來研究提出相關建議。

並列摘要


Teachers from senior learning centers, elderly universities, elderly colleges, and community colleges are subjects of the present study. This study aims at: 1. discovering the role-awareness, attitude towards aging and teaching strategies of teachers in senior education as well as their differences; 2. exploring the correlations between the role-awareness, attitude towards aging, and teaching strategies of teachers in senior education; 3. investigating the predictive power of the role-awareness, attitude towards aging, and teaching strategies of teachers in senior education. Profoundly, we will offer some feasible suggestions to the future practitioners, course designers, and researchers of senior education as a reference and empirical evidence. To achieve the above-mentioned research purposes, we adopted a quantitative questionnaire survey method to conduct this research. We submitted 1000 questionnaires in total, and we received 670 back with a recovery rate of 67%. In the present study, we conducted descriptive statistical analysis, Analysis of variance (ANOVA), Pearson correlation analysis, and hierarchical regression analysis to further analyze our quantitative data for some discussion to verify the hypothesis of this study. The research results revealed that: 1. Teachers in senior education greatly perceived themselves as atmosphere facilitators. They barely perceived themselves as knowledge transmitters. 2. Generally speaking, their attitude towards aging were acceptable. They had a relatively high score in the section of physiological conditions and appearance, but they had the lowest score for the section of intelligence and development. 3. For teaching strategies, teachers in senior education performed the best for creating an appropriate learning environment, but they scored poorly for incorporate multiple assessment for students’ learning outcomes. 4. For the role-awareness, most teachers aged between 61 to 70 and well-educated with three to five years of teaching experiences, and from senior learning centers performed better. 5. Regarding the attitude towards aging, males, ones with secondary educational level, students aged below 75, and senior teachers from elderly universities behaved better. 6. Female teachers, who aged between 61 to 70, ones having master degrees, ones whose students were 65 to 75, ones who have 3 to 5 years of teaching experiences, and senior teachers from senior learning centers utilized their teaching strategies better. 7. The role-awareness, attitude towards aging, and teaching strategies of teachers in senior education who attended the training program are all significantly better than ones who did not attend the program. 8. Teachers with more positive attitude towards aging would have stronger their role-awareness as a teacher as well as further benefit and enhance their teaching strategies. 9. If the teachers in senior education have more positive attitude towards aging, they would have relatively higher role-awareness which might further enhance the application of their teaching strategies. 10. Attending this training program may raise the role-awareness of teachers in senior education and achieve their teaching strategies. Based on the findings and summaries of the present study, we offered some feasible suggestions to program designers of senior education, senior educational institutes, teachers in senior education, and future researchers as a reference.

參考文獻


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被引用紀錄


陳雪珠(2014)。活躍老化樂齡學習系統方案規劃之研究〔博士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614011807
蔡恒萍(2015)。樂齡學習中心志工隊經營策略之研究〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614020437

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