論記憶老化及其對高齡者實施對外華語教學的啟示

Discussion on Memory Aging and Its Implications for Elderly TCSL

目前參與華語課程的學習者，在年齡的組成上，雖以青壯成人為主，但不乏有高齡者，且多是「合齡」的編組，即由不同年齡的人混合組成的學習，而一般的現象是，在同一個華語課程裡，最小可到15、6歲的青少年，最大可到6、70歲的高齡者。因此，透過對記憶老化的了解，藉此給予華語教學者在教學上的啟示，為本文的主要目的。透過文獻分析，在了解記憶老化的相關理論、研究、成因等課題之後，本文認為華語教師可將訊息作分類、組織；可使用華語與其他語言的共通特性來幫助記憶；可融入情意教學，使教學變得有故事、情節，有畫面；可依學習者吸收狀況，適度調整教學的步調；可給予情緒上的支持；可利用視聽效果，刺激高齡者華語學習；可把教學內容設計得更具實用；可採多元化的測驗評量，提升高齡者有效記憶，助其學習華語。

Because of the wave of learning Chinese, more and more educational institutes provide with various Chinese courses. However, many scholars ignore one significant factor. That is the problem of mixed-age class. Many studies have demonstrated that the learning characteristic of elders is different from children, teenagers and adults as well. In the mixed-age Chinese class, the various physiological and psychological conditions of learners will cause the teaching difficulty for the Chinese lecturers. For instance, the memory aging is the most unique feature in elder's learning process. Therefore, the theories of adult education, the linguistic psychology; teaching psychology and educational psychology are all insufficient in mixed-age Chinese class, especially for the elders. In order to provide the better learning efficiency of the elders, the authors will based on the topic of memory aging to explore the elder's learning problems. Hence, this paper aims at discussing the factors of causing memory aging, the related theories of analyzing memory aging and the connected studies of investigating the memory aging. Hopefully, through this paper, the authors are able to provide the further ideas or concepts in TCSL field.