青銀共學在銀髮族活動設計規劃課程之實踐

The Practice of Youth-Elders Co-learning in the Curriculum of Elderly Activity Design

研究者從「銀髮族活動設計規畫」課程之教學場域發現三大問題，分別為學生對上課愈來愈無感，課程內容設計欠缺真實情境之演練與學生專業實務能力嚴重不足。基於這些問題意識與研究者擁有一些代間學習的實務經驗，本計畫之目的乃希望透過「青銀共學」協助教學者解決教學場域的問題，提升學生之學習動機與學習成效。本研究之研究對象為大二學生，共6人，研究方法為「行動研究法」。研究者既是教學者，也是實務工作者，在教學前、教學中與教學後透過訪談問卷與學習單分析，獲得以下研究結果：(1)教學前受訪者對課程內容與概念不甚理解，但有期待。(2)教學中，受訪者能理解課程內容，學會活動設計的技能，但怯於展演。(3)教學後，受訪者自覺對課程內容更有興趣，已具備青銀共學活動帶領技巧，對老人的態度趨於正向。從研究結果得知學生透過「青銀共學」之課程實踐，提升學習動機，增進對老人之正向態度，並促進世代之間共學、共玩與共融。這個研究結果顯示青銀共學在銀髮族活動設計規劃課程之實踐，不僅解決研究者在教學場域所遇到的問題，也讓學習者達到學習成效。

The researcher found three major problems in the teaching field of the course ''Activity Design for Older Adults'': (1) Students became less and less interested in class; (2) The course content design lacked real-life drills; and (3) Students' professional practical ability was seriously insufficient. Based on the awareness of these issues and the researcher' practical experience in intergenerational learning, the purpose of this study is to help the teacher solve problems in the teaching field through ''Youth-Elders Co-Learning'', and improve students' learning motivation and learning effectiveness. The research objects of this study were 6 sophomore students, and the research method is ''action research method''. The researcher will not only be a teacher, but also a practitioner. Through the analysis of measurement questionnaires, qualitative interviews and study sheets before, during and after teaching, the following results were obtained: (1) Before teaching, the interviewees did not fully understand the course content and concepts, but they had expectations. (2) During teaching, the interviewees were able to understand the course content and learn the skills of activity design, but were afraid to perform. (3) After teaching, the interviewees felt that they were more interested in the course content, had the skills to lead the activities, and had a positive attitude towards the elderly. From the research results, we know that through the curriculum practice of ''Youth-Elders Co-Learning'', students can improve their learning motivation, enhance their positive attitude towards the elderly, and promote mutual learning, play and integration between generations. The results not only solve the problems encountered by the researcher in the teaching field, but also enable learners to achieve learning results.