代間學習課程中的學習動力與歷程：教師視角下的社會學習理論實踐分析

Learning Motivation and Process in Intergenerational Learning Programs: An Analysis of Social Learning Theory in Practice from the Teachers’Perspective

本研究以社會學習理論為分析視角，探究教師在代間學習課程中所觀察到的學習動力與歷程。研究場域為臺北市政府教育局所推動之樂齡學堂「中英文經典幼老共讀」課程，採用質性研究法，透過半結構式訪談方式，訪談四位參與課程設計與教學的教師，蒐集其對課程互動與教學經驗的觀察與反思。研究資料依據「注意、保留、再現、動機」等社會學習理論核心進行主題分析。
研究結果顯示，教師透過東西方文化文本的整合與情境活動的設計，有效促發學習者注意與參與，並建立跨世代的學習連結。教師觀察指出，代幣制度、角色互動與情感回饋等教學策略，有助於學習行為的模仿與轉化。此外，教師自身亦在課程中不斷調整角色與教學信念，展現出教學者作為學習參與者的專業反思歷程。最後本研究提出代間課程在課程設計、師資培育的實務建議，並指出未來研究可延伸的方向。

This study adopts a social learning theory perspective to explore the learning motivation and processes observed by teachers in intergenerational learning curricula. The research was conducted in the“Chinese-English Classics Co-Reading Program,”organized by the Taipei City Government’s Senior Learning Program. Using a qualitative research approach, the study employed semi-structured interviews with four teachers who designed and taught the curriculum. Data were analyzed through thematic analysis based on the core components of social learning theory: attention, retention, reproduction, and motivation. Findings reveal that teachers strategically integrated Eastern and Western texts with contextual activities to effectively capture learners’attention and foster intergenerational learning connections. Teachers observed that classroom strategies—such as point-based reward systems, role modeling, and emotional feedback—contributed to behavioral imitation and transformation. Moreover, the teachers themselves experienced continuous role shifts and pedagogical reflection, demonstrating their dual identities as instructors and learners. This study offers practical suggestions for curriculum design, teacher preparation, and educational policymaking, while also identifying directions for future research on intergenerational education.