探討代間學習策略融入大學通識課程之跨文化能力

Exploring Intercultural Competence for Integrating Intergenerational Learning Strategies into General Education Courses at Universities

本研究採質性研究，探討代間學習策略融入大學通識課程之大學生跨文化能力。研究對象為 17 位大學生，經由一學期與 15 位平均 66 歲以上的高齡學員共同學習，透過質性資料檢視與分析，探究大學生從期初到期末的代間共學歷程，其跨文化能力的認知、情意及行為的情況。本研究依據資料分析歸納出結果：大學生對高齡者的認知從「既有對高齡者的了解」到互動後產生「內在衝突」，再轉為「能從高齡者的文化背景理解其行為」；大學生對高齡者態度從啟動防衛機調整為互惠、互學，進而肯定是有收穫；大學生的行為則從冷漠、退縮的外群體轉為同心、友善的內群體等改變。最後針對未來的大學、課程設計與研究提出建議。

This study adopted the qualitative research approach to investigate intercultural competence among university students in integrating intergenerational learning strategies into university general education courses. The research subjects were 17 university students who studied with 15 students who were older adults with an average age of over 66 years for one semester. Through an examination and analysis of qualitative data, the study explored the university students’ intercultural competence in cognitive, affective, and behavioral domains throughout the process of intergenerational co-learning from the beginning to the end of the semester. Based on the data analysis, this study has derived the following results. In terms of the cognitive perspective on the older adults, university students progressed from their “existing knowledge of the older adults” to generating “internal conflict” after interacting with them, and further to developing “the ability to comprehend the behaviors of the older adults from their cultural background.” In respect of the attitude toward the older adults, university students adjusted their initial mode of activating defense mechanisms into that of reciprocity and mutual learning, and further to that of acknowledging gains from intergenerational learning. As regards behavior, university students transformed from an indifferent, withdrawn out-group to a harmonious, friendly in-group. Finally, suggestions concerning future universities and similar co-learning opportunities, curriculum design, and research are proposed.