教與學的共構：高齡者桌遊教學之行動研究

Co-construction of teaching and learning: An action research on board game teaching for older adults

本研究係透過規劃－行動－回饋－反思－再規劃的行動研究概念，循環設計桌遊課程，以研究高齡者桌遊課程的教學成效與啟發。研究者針對嘉義市某樂齡學習中心所開設之桌遊課程19位高齡學員，藉由每週上課的學員回饋單、教學日誌等資料，於6堂課中逐堂調整課程設計。為了瞭解實施成效，研究者於第3堂與第6堂課結束時實施課程滿意度調查，並採用半結構訪談法，訪談6名學員，以了解參與者在行動研究過程中的真實感受。研究結果發現：高齡者參與桌遊課程的主要困境在於個別差異以及生理退化，因此在教學上適度協助其排除學習障礙有其必要，增加與身心健康有關的活動則能使其感到實用，若能增加同儕互動機會則能活化其社交生活，歷程中若能融入共鳴的故事元素則能讓其印象深刻，有助於其持續投入。對於教學者而言，教師的用心會激發學員的用心，開啟正向的學習循環，若能抱持調整與相互學習的態度，則從教與學相互交織的共構藝術將可望成形。

Through the concept of action research of planning－action－feedback－reflection－replanning, the researchers designed a 6-week board game course for older adults to gain the implication on instructional design for the aged. 6 board game classes were organized by a Senior Citizens Learning Center in Chi-yi City, while 19 elderly students were recruited. Based on the weekly feedback from students and the teaching logs from teachers, the researchers adjusted the instructional design every week. The satisfaction surveys were completed at the end of the third and the sixth classes to indicate the results, while the semi-structured interviews with 6 students were conducted to understand the participants' real feeling. The findings suggest that the main difficulties for older adults to engage in the board game classes are individual differences and physiological degradation. Therefore, it is necessary to help the elderly eliminate the obstacles during their learning process. Adding activities related to physical and mental health can make the participants feel useful, while increasing opportunities for peer interactions can improve their social life. Incorporating the element of story into the process may make a deep impression and help the senior citizens continue the learning activities. In terms of teaching, the teachers' active attitude to teaching may stimulate students' motivation to trigger a positive learning cycle. If a teacher can hold the attitude of mutual learning and modification, the art of co-construction derived from the interactions between teaching and learning can hopefully be formed.