家庭教育議題融入健康老化素養導向教學實踐之探究：關懷倫理學觀點

Family Education Issues Integrated into Healthy Ageing Competen Competency-based Instruction: The Perspective of Ethics of Care

本研究旨在從關懷倫理學觀點，探究家庭教育議題之「家庭關係與互動」學習主題融入高職健康老化素養導向教學實踐，並反思教師專業成長。研究參與者為高雄市一所公立高職進修部十年級21位學生。本研究採行動研究，蒐集教學歷程觀察、學習單及學生回饋等資料，進行質性資料分析。研究發現：（一）健康老化單元素養導向教學運用多元學習策略，能提升學生學習動機和問題解決的能力，增進學生理解健康老化的內在價值及實踐健康行為的重要；（二）教育與代間接觸合併使用的教學設計，能降低老化的刻板印象，提升老化的知識、態度，瞭解健康老化的要素及建立健康行為對健康老化的影響；（三）將關懷倫理學的教育方法應用在健康老化單元，能喚起學生受關懷的記憶，成為關懷者關懷祖父母；教學實施中教師是關懷者，亦是關懷行為的示範者，能潛在影響學生的關懷情意；（四）教師運用實作評量，有助於檢視學習目標的達成，並瞭解學生的學習表現和困境。最後，提出若干建議作為未來研究之參考。

This study aims to explore the ''Family Relationship and Interaction'' learning theme of family education issues from the perspective of ethics of care, and to integrate into health aging competency-based instruction practice, and to reflect on the professional growth of teachers. Participants were 21 tenth-grade students of a public vocational higher school of continuing education in Kaohsiung. This study adopted action research and all qualitative data analysis of worksheets and feedbacks from the students were collected. The findings are as follows: (1) The healthy ageing curriculum is designed with multiple learning strategies according to competency-based teaching principles, which can cultivate students' intrinsic value of healthy aging and the importance of practicing healthy behaviors; (2) The instructional design combined with education and intergenerational contact can reduce the stereotype of aging, enhance the knowledge and attitude of aging, understand the elements of healthy aging and establish the effects of healthy behavior on healthy aging; (3) Applying the education method of care ethics to the healthy aging curriculum can evoke the caring memory and become the caring for grandparents; teachers are careers and demonstrators of caring behaviors during teaching, which can potentially affect students’ caring affection. (4) Using authentic assessments can help teachers systematically examine whether teaching activities help students achieve their learning goals, as well as their learning performance and difficulties. Finally, some suggestions are proposed as references for the future study.