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Title: 中高齡家庭主婦終身學習與生命發展歷程之研究
Lifelong Learning and development of the Middle-Aged and Elderly Housewives
Authors: 李明芬
Li, Ming-Fen
Keywords: 中高齡家庭主婦
middle age and elderly housewives
lifelong learning
life course
role change
Issue Date: 2016
Abstract: 本研究旨在探討中高齡家庭主婦終身學習及生命發展歷程,透過四位國立空中大學的畢業生和在學生,採取深入訪談做個案研究,以探討生命歷程和終身學習過程及轉變對個人的影響。 研究目的主要闡明終身學習的意義和價值,從終身學習者歷經遭遇困境克服阻力之學習過程,顯示此價值啟發且支持著終身學習者努力不懈的自我省思、自我勉勵、增進知能與成長的學習歷程。她們作為家庭主婦和學習者的同時,學著從不同的角度看事情,保持自省並克服各種挑戰以應付角色改變的衝擊。在本文中研究者簡介了個人在獲取知能及改善與他人關係的成長歷程。是以,個人的發展和轉變是經由學習,書寫,反思和體悟的過程逐步培養而成的,研究者本身正是一名終身學習者。 研究發現,這些終身學習者的學習歷程不僅有助於改善人際關係和心理健康,同時也增強其自我實現。對於年紀較長的學習者,其終身學習較少受年齡影響。若終身學習的阻力來自家庭,則學習者自我實現的學習激勵機制不太可能受到阻礙。然而,若阻力是來自心理和認知因素,則學習者的學習意志和反思能力促使轉換困境、反思、體悟與改變抗拒,繼而可能激發更深層次的學習動機,是可預期的。本研究期使激勵更多中高齡家庭主婦邁入終身學習之路,並提供終身學習教育機構做為辦理教育訓練時的參考。
This study examines lifelong learning and development of the middle-aged and elderly housewives through a case study of four National Open University graduates and students. Based on the in-depth interviews, the study explores their personal life course and lifelong learning process and changes. The purpose of the study is to shed light on the meaning and value of lifelong learning, which support and enable the lifelong learners to go through the many obstacles challenging them. Being housewives and learners at the same time, they learn to look at things from different angles and overcome challenges while keeping self-reflection and coping with the impact of role changes. The researcher, a lifelong learner herself, also describes how she acquires knowledge and improves relationships with others. Personal developments and changes are cultivated through the process of learning, writing, introspection and self-adjustment. The study points out that these lifelong learning could not only helps improve interpersonal relationships and mental health, but also enhances their self-fulfillment. Lifelong learning for the older learner is less affected by age. If resistance of lifelong learning comes from family, the learners’ self-realization and learing incentives are not likelt to be held back. However, if they come from the psychological and cognitive factors, the learners’ learning awareness and reflective ability, adjustment of changes and elimination of their resistance could inspire deeper learning motivation. It is expected that the study will inspire more middle age and elderly housewives, and provide insights for lifelong-learning educational institutions.
Other Identifiers: G0000023114
Appears in Collections:學位論文

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