社區高齡者與大學生參與活躍老化方案之研究

Abstract

摘要

本研究旨在探討社區高齡者與大學生參與活躍老化方案之學習經驗與成果，並以參與臺師大高齡者社會責任實踐計畫（以下稱長健方案）的高齡者與學生、教師為對象，進行焦點團體座談及深度訪談。其中5名高齡者參與焦點座談，3名高齡者與學生以及2名教師參與訪談。以質性研究歸納分析結果發現，高齡者的學習體驗包括：（一）高齡者對於課程的投入程度高；（二）能感受到自身身體變健康及心情感到輕鬆、靈性的體驗較不明顯；（三）對學習體驗感到新奇，學習成果包括：（一）身體健康狀態與運動習慣的改善；（二）生活態度與情緒反應的調節；（三）人際互動技巧與能力更加多元。大學生學習體驗包括：（一）主動積極投入課程；（二）能體驗到新奇性；（三）能體現自己身體、心情的變化。大學生的學習成果包括：（一）打破對高齡者的刻板印象，並改善與家中長輩的關係；（二）獲得新的生活態度與人生體驗；（三）發展同理心，學習與不同族群的溝通技巧；（四）精進未來職場上的準備；（五）找到興趣攻讀更高學位，有助生涯發展。 在影響學習體驗的因素方面，本研究發現，個人因素、課程因素及校園環境氛圍因素，都對學習體驗有不同的影響。其中個人因素影響最大，高齡者及大學生都有強烈的學習動機，高齡者是為了促進健康及自我實現，而大學生則是就業考量，高齡者的學習體驗亦受家庭關係及個人過去生活經驗的影響；其次是個人因素，課程內容及老師教學風格對學習者的學習體驗會有影響，對高齡者而言，老師的教學風格比課程內容更加重要。在校園環境氛圍方面，學校支持系統、上課環境、師生互動、同儕關係會影響學習者的體驗，但不會是很決定性的影響。此外，本研究亦發現，臺師大長健方案有許多優勢，包括有豐富的研究量能、資源可以提供豐富又符合高齡者需求的課程；高齡者到師大上課，會感覺自己成為師大的學生，對學校有認同感，有助其持續終身學習；學生加入活躍老化方案，可促進青銀共學、落實代間學習等。本研究基於研究結果提出建議，對於政府方面建議多補助相關有意義的在地活躍老化方案；對於學校建議多提供青銀共學的機會、試辦社區高齡教育中心、增加藝術類課程等；對於參與方案課程的老師建議加強體驗教育教學法；建議高齡者多參與相關課程，促進身心健康；對於大學生則建議多參與相關方案，透過經驗學習體驗多元文化。最後，並對於未來研究主題與研究方法提出建議。Abstract

The purpose of this study is to review the results and lessons of a community revitalization and education program. Utilizing the National Taiwan Normal University’s (hereinafter referred to as the ‘NTNU’) Social Responsibility Practice Program (hereinafter referred to as the ‘USR’) as the case study, the interactions amongst the program’s participating senior citizens with university students and teachers were examined via group discussions and in-depth interviews. Five of the seniorcitizens participated in focus group interviews, and three senior citizens, three students and two teachers were in-depth interviews. Through these and other evaluations, it was found that the participating seniors: 1) displayed high levels of personal vestment into the classes; 2) sensed physical and emotional stress relief; 3) exhibited curiosity for novel learning experiences. Results of learning program amongst senior participants include: 1) improvements in physical fitness and exercise habits; 2) adjustments in attitudes and emotional responses towards daily life; 3) more diverse interpersonal interaction techniques and approaches. For the university students, their learning experience included: 1) proactive investment into the course; 2) novel experiences; 3) changes to physical and emotional well-being, with results including: 1) breaking of stereotypes towards the elderly, facilitated improved relations with elder family members; 2) garnered new outlooks on life through different life experiences; 3) explored interpersonal compassion and communications skills with different social groups; 4) furthered readiness for future professional environment; 5) identified fields of interest for continued education and career development.In terms of factors affecting the learning experience, the study found that personal factors, curriculum factors, and campus atmosphere factored into outcomes. It was noted that personal factors had the most effect, with both seniors and students strongly motivated to learn. The seniors were motivated by improved fitness and self-actualization, while the students were motivated by considerations for professional careers. For the seniors, educational history, familial relationships, and life experiences played a role in their experiences with the program, and the methods and teaching styles of the teachers played a bigger role than the contents of those lessons. For them, the campus atmosphere, university support system, classroom environment, teacher-student interactions, and peer-to-peer relationships played a role in the experience, but were not of critical importance.In addition, this study found that the USR program has many positives, including abundant research capacity and available resources to offer to eldering learners. The senior citizens that attend NTNU feel a part of the student body and an affinity to the school, furthering continued lifelong learning. With student participation, youth-elder co-learning environment is improved, furthering progress in intergenerational learning. Based on results of this study, the author has compiled recommendations for related stakeholders. It is recommended that the government fund meaningful local programs that revitalize the elderly community. To the school, it is recommended to increase youth-elderly co-learning opportunities, to establish community learning centers for the elderly, and to provide additional arts and craft courses. To the teachers of the program’s courses, it is recommended that more emphasis is given to courses offering participation and hands-on activity. To the senior citizens, it is recommended to increase enrollment in continued education courses to enrich one’s mind and body. To the students, recommendations are for increased participation in such programs, to gain greater understandings of multiculturalism through such learning opportunities. Finally, suggestions are made for future research topics and methods.