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題名：高齡者在教育經費分配不利下參與服務學習之研究
書刊名：教育政策論壇
作者：李雅慧／盧婧宜
作者(外文)：Lee, Ya-hui／Lu, Jing-yi
出版日期：2019
卷期：22:4=72
頁次：頁129-165
主題關鍵詞：服務學習；高齡教育；樂齡學習中心；Service learning；Older adult education；Active aging learning centers
原始連結：連回原系統網址new window
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國家分配於高齡教育的經費稀少，高齡者如何運用有限的資源，並發揮對社會的正向影響，值得探究。本研究旨在探討高齡者參與團體服務學習的歷程，研究者採用質性研究方法，透過焦點座談方式蒐集資料。研究者選取最近一年有定期進行服務學習的團體為研究對象，共計六組服務性質相異的團體，分別來自於臺中市、嘉義縣市、臺南市和屏東市的樂齡學習中心，每組人數介於7～10人，共計50人。研究結果顯示，高齡者參與服務歷程包括服務前的準備、過程中的困境與因應、參與後的成長等三階段，說明如下：一、在教育資源限制下，高齡團體服務準備以學習結果做為提供服務的基礎。二、不易記住服務內容、擔心被服務者受傷、自信心不足及成員間意見不同，為高齡團體服務學習主要的困境。三、雖然資源有限，卻可透過教師的指導與鼓勵及成員相互支持，促使高齡者克服服務學習的困難，並持續進行服務學習。四、高齡者藉由服務學習突破教育資源限制，創造個人、家庭與社會三贏的效益。本研究結果可供高齡學習者、高齡服務學習方案設計者以及未來研究參考。
Under very limited resources distributed to older adult education, the process how older adults’ service learning exercised the positive influence on society was worthy of exploration. The aims of this study were to understand older adults’ service learning process. The researchers adopted the qualitative approach, and collected data from focus group interviews. The participants were recruited from the Active Aging Learning Centers (AALCs) in Taichung, Chiayi, Tainan and Pingtung cities. Six different service learning groups that had been active in the past year were selected. The interviewees consisted of 50 older adults, with 7-10 persons in each of the six groups. The results showed that older adults’ service learning was found to consist of three stages, namely preparation before service learning, difficulties encountered and coping strategies used, as well as the self-growth after service learning, and the participants’ reflections occurred in the process. The findings were as follows: 1. Under the limited educational resources, the service learning groups adopted learning results as the base of service provided. 2. Difficulties encountered by the participants included loss of memory, anxiety about hurting the persons they served, lack of confidence, as well as the different opinions among group members. 3. Although older learners faced the limitation of educational resources, teachers’ guidance and encouragement, as well as group members’ support, could induce older adults to overcome the difficulties they encountered in the service learning. 4. Older adults were able to create a win-win situation for individuals, family, and society by overcoming disadvantages of educational resources. The results of this study can provide suggestions for older adults, older adult educational institutions, service learning program planners, and future research.
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