高齡者參與生命故事繪本課程學習歷程之探究
鄭窈窕、胡夢鯨
10.6283/JOCSG.202309_11(3).214
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中文摘要 本研究旨在探討高齡者參與生命故事繪本課程之學習動機、學習過程與感受，進而深入探究其學習後，對內在成長與外在生活改變及啟發情形。本研究採用質性研究法，以臺北市兩所樂齡學習中心具有聽說讀寫能力的高齡學習者為對象，立意取樣九位受訪者進行半結構性訪談。研究結論歸納為：(1)高齡者參與生命故事繪本課程的學習動機主要是對課程的好奇、想學習知識和思考，透過彼此分享生命故事中，增進自我了解，增益人際互動，進而能具體產出自製的生命故事繪本；(2)高齡者在學習過程中，具有高度持續學習的熱忱，以正向思考的態度，從自我檢視、自我探索、自我肯定，提升了自我價值，同儕互助共學，是最好的促進因子；(3)高齡者參與後的學習成果，有「正向力的改變」、「學習力的改變」、「覺察力的改變」、「人生觀的改變」等內在成長改變，亦達成外在生活改變的成效，高齡者能獲得新知識與能力，並能付諸行動身體力行，除了與他人資源共享之外，進而將所學應用於生活中。最後提出建議為：(1)授課教師應掌握高齡者之身心特性與學習需求，提供多元的生命故事繪本課程；(2)參與課程的高齡者能延續所學內容並實踐日常生活中，整合自身的發展任務與深化學習成效；(3)對未來研究建議擴大研究場域與對象並採取不同類型研究方法。
關鍵字：生命故事繪本、學習歷程、高齡學習者
文章建立時間：2023-09-19
引用格式(APA)：
鄭窈窕、胡夢鯨(2023)。 高齡者參與生命故事繪本課程學習歷程之探究。
福祉科技與服務管理學刊， 11(3)， 214-231。
A Study on the Learning Process of Elderly Learners in a Life Story Picture Book Curriculum
Yao-Tiao Cheng., Meng-ching Hu
English Abstract The purpose of this study was to explore the learning motivation, process, and experiences of elderly participants in a course of life story picture book, and to further investigate the changes in their internal growth, external life, and inspiration after learning. A qualitative research method was employed, and nine interviewees were purposively sampled from the elderly learners who had the ability to listen, speak, read, and write at the Taipei Senior Learning Center for semi-structured interviews. The research findings can be summarized as follows: the learning motivation of the elderly participants in the life story picture book course was mainly driven by curiosity, the desire to learn knowledge and to think, to enhance self-understanding through sharing life stories, to improve interpersonal interaction, and to produce their own life story picture book. In the learning process, the elderly learners showed a high level of enthusiasm for continuous learning and positive thinking, which led to self-reflection, self-exploration, self-affirmation, and improvement of their self-worth. Moreover, peer learning and mutual assistance were the best factors for promoting their learning. The learning outcomes of the elderly participants include internal growth changes such as positive changes in motivation, learning ability, awareness, and life philosophy, as well as external life changes. The elderly participants can acquire new knowledge and abilities, and apply what they have learned to their lives through sharing resources with others and acting. The final recommendation is as follows: Teachers should have a good understanding of the physical and mental characteristics of the elderly learners and their learning needs, and provide a diverse curriculum of life story picture books. The elderly learners who participate in the program should be able to continue the learned content and apply it to their daily lives, integrating their own developmental tasks and deepening their learning outcomes. As for future research, it is suggested to expand the research scope and subjects and employ various research methods.Keywords：life stories picture book, learning process, elderly learners