以社區為場域之老人轉化學習歷程―以宜蘭縣尾塹社區為例
楊蕙芬、劉雅文
doi:10.6283/JOCSG.201903_7(1).451
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中文摘要 面對臺灣人口老化之問題，近年來我國各社區辦理各項課程，推動老人課程學習，促進老人健康，希望用以解決國內人口老化帶來之問題。本文以社區為場域之老人轉化學習歷程為主題，選擇以農村型宜蘭縣三星鄉尾塹社區為例，瞭解尾塹社區老人自我轉化學習歷程，探討透過轉化學習安排增進尾塹社區老人自我成長、體驗生命的意義與價值，提供未來社區推動老人轉化學習之相關建議。以質性研究採半結構式的深度訪談，共訪談社區經營者3人，志工2人、老人6人、老人家屬1人等共12人，以紮根理論為研究方法。本文結論認為社區老人的轉化學習不但改變老人舊有觀念與信念，同時帶來長者的自我認同、生活目標及人際關係互動，社區老人的轉化學習除了認知理性取向外，還有批判性教育學取向，而社區老人的轉化學習取向，除理性趨向外，同時包含情緒與靈性，社區老人課程設計與策略應顧及每位老人的需求，同時考量參與老人之能力及限制等。本文提出結論為建議社區經營者於課程規劃上應重視課程轉化學習，增加老人自我認同、生活目標及人際關係互動，同時社區教學教師教學上應重視轉化學習教學內容與教學策略，並且為了社區老人學習促進上之考量，除理性趨向外，可增加情緒與靈性等讓長者們在課程中藉由彼此的情誼，減輕孤獨感，快樂終老。
關鍵字：老人學習、轉化學習、社區老化
文章建立時間：2019-07-26
引用格式(APA)：
楊蕙芬、劉雅文(2019)。 以社區為場域之老人轉化學習歷程―以宜蘭縣尾塹社區為例。
福祉科技與服務管理學刊， 7(1)， 34-49。
Older Adults and Transformative Learning Process within a Community: Weichen Community, Yilan
Yang, H.-F., Liu, Y.-W.
English Abstract Faced with the problem of an aging population in Taiwan, in recent years, various communities in Taiwan have initiated various programs to promote the study of the elderly and their health in the hope of alleviating the problems caused by the aging of the domestic population. This study adopts the community as the theme for the transformation of the learning process for the elderly, and uses the rural Yilan County San-Hsing Weichen Community as an example to understand the self-transformative learning process of the elderly. It explores ways to experience the meaning and value of life and enhance the self-growth of the elderly in the local community through transformative learning arrangements, and provides suggestions for the future community to promote the transformation of the elderly. A semi-structured in-depth interview was conducted with qualitative research. A total of 3 community managers, 2 volunteers, 6 elderly people, and 1 family member of the elderly were interviewed. The rooted theory was used as the research method. The study concludes that the transformative learning of the elderly in the community not only changes the old ideas and beliefs of the elderly, but also brings about self-identity, life goals and interpersonal interactions of the elders. In addition to cognitive rational orientation, the transformative learning of the elderly in the community also has a critical pedagogical orientation. The transformative learning orientation of the community’s elderly, rationality, emotions and spirituality should be considered in the curriculum design and strategy for the elderly. Furthermore, they should take into account the needs of each elderly while considering participation ability and limitations. The study suggests that community managers pay attention to curriculum conversion learning when planning curriculum so the elderly can increase self-identity, life goals and interpersonal relationship interactions. It also suggests that community teaching instructors pay attention to transforming content and teaching strategies and recommend learning to community elders. These suggestions and considerations can increase the emotional and spiritual health of the elderly, promote mutual friendship, and reduce loneliness in elders.Keywords：Elderly learning, transformative learning, community aging