Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92424
Title: 社區安養機構高齡學習課程規劃模式之研究
Authors: 林振春
謝婷婷
Keywords: 安養機構
高齡學習
課程規劃
residential care facilities
elder learning
curriculum planning
Issue Date: 2009
Abstract: 本研究旨在探究我國社區安養機構高齡學習課程規劃的實施現況,並依文獻先行建構屬於高齡學習的課程規劃模式,而後再根據實際訪談結果修正之,重建專屬社區安養機構的高齡學習課程規劃模式。因此,本研究目的有三:(一)探討我國社區安養機構高齡學習實施現況。(二)析論社區安養機構高齡學習課程規劃步驟與內涵,並建構高齡學習課程規劃模式。(三)檢視現形社區安養機構高齡學習課程規劃的特色與缺失,並提出具體建議,提供未來國內其他社區安養機構的課程規劃之參考。 本研究經由文獻探討、文件資料的蒐集與訪談結果的分析,獲致以下結論: 一、大體而言,社區安養機構的課程內容豐富多元,涵蓋健康養生、人文藝術、休閒生活、語文與才藝技能五大類,但缺少自我心靈成長的類型。 二、課程規劃各階段所投入的要素,如下: (一)計劃階段:瞭解機構歷史背景、瞭解機構住民特質,以及評估學習需求。 (二)設計階段:評估參與人數、擬定課程主題與確認目標,以及評估並規劃可支援資源。 (三)發展階段:研訂教學大綱、發展教學策略,以及準備教材教具。 (四)實施階段:實施前的準備工作、實施過程的注意事宜,以及高齡學習專業師資培訓。 (五)評鑑階段:評估學員學習成效、教師教學滿意度,以及行政安排滿意度。 三、社區安養機構的特色,包括:混齡學習、讓具有專長的安養長者擔任教師、課程全年無休,寒暑假也可以學習。就缺失而言,包括:未鼓勵從未參與的長者、教學方法未求變化、教師與課程規劃人員專業知能不足。
The research explores the implementation of curriculum planning of elder learning in residential care facilities of communities, and reviews literatures to propose curriculum planning model of elder learning. Then, modifies the model according to the interview, and constructs curriculum planning model of elder learning for residential care facilities of communities. Thus, the purpose of the research includes three points: (1)To explore the situation of curriculum planning of elder learning in residential care facilities of communities. (2)To analyze the steps and contents of curriculum planning of elder learning, and construct the model. (3)To examine the features and defects of curriculum planning of elder learning in residential care facilities of communities, and propose concrete suggestions. This research has below conclusions: 1.Generally speaking, residential care facilities of communities have abundant curriculums about health, art, sport, language, and daily talent. 2.The stage of planning is to understand the background of the institutions, understand the characteristics of elders in residential care facilities, and evaluate learning needs. The stage of design is to evaluate numbers which participate in any curriculums, draw up curriculum contents and objects, and evaluate available resources. The stage of developing is to draw up teaching outline, think about appropriate teaching skills, and prepare teaching equipments. The stage of practicing is to prepare and confirm anything about all curriculums. The stage of evaluating is to evaluate learning effects, teaching effects, and administration satisfaction.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0695020051%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92424
Other Identifiers: GN0695020051
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