高齡者身心教育個別化教學模式之建構與驗證

Abstract

高齡者對健康需求日益增加，使身心教育受到關注與重視，身心教育能提供許多與身心對話和探索方式，以維持身心健康和良好的生活品質，透過建構一套個別化的教學模式，針對高齡學習者個別差異與特徵提供適合的身心教育課程，同時期望能為身心教育教師專業有所貢獻。因此，本研究旨在建構高齡者身心教育個別化教學模式，研究主要分為三個階段，第一階段訪談10位專家學者，擬定初步教學模式內涵，透過第二階段德爾菲問卷調查，重複調查專家小組意見，經四回合問卷建立正式的教學模式之內涵，第三階段研究則以多重個案研究，針對6位高齡者學員進行課程的實施，以驗證本研究教學模式之可行性。研究結果確立教學模式之歷程架構與各步驟之構面要素，以及14項模式特徵、12實施原則、13項教學策略之敘述；在課程實施後發現，依據教學模式所實施的課程能有效讓學員更重視健康相關知識、使學員的身心狀態感到有所進步、有效建立學員照顧自己的能力，學員對於課程的接受情形為高度滿意，得以驗證高齡者身心教育個別化教學模式之可行性，並依據教學模式建構結果與實施結果，提出具體應用模式之建議與未來研究建議。The growing demand for health of the elderly has attracted attention and people focus more on the importance of Somatic Education. Somatic Education can provide many ways to communicate and explore with the mind and body to maintain health and a good quality of life. By constructing a personalized teaching model, the individual differences and characteristics of learners could be provided with the suitable Somatic Education courses, and at the same time, it was expected to contribute to the profession of Somatic Education teachers. Therefore, this research aimed to construct an individualized teaching model of Somatic Education for the elderly. The research was mainly divided into three stages. In the first stage, 10 experts and scholars were interviewed to formulate the connotation of the preliminary teaching model. According to the opinion of the expert group, the connotation of the formal teaching model was established through four rounds of questionnaires, and the third stage of the study used multiple case studies to implement the curriculum for 6 elderly students to verify the feasibility of the teaching model of this research. The research results established the course structure of the teaching model and the facet elements of each step, as well as the description of 14 model characteristics, 12 implementation principles, and 13 teaching strategies; paid more attention to health-related knowledge, made students' physical and mental state felt improved, and effectively built students' ability to take care of themselves. Students were highly satisfied with the acceptance of the course, which could verify the feasibility of the individualized teaching model of Somatic Education for the elderly. The results of the construction and implementation of the teaching model were presented, and suggestions for specific application models and future research suggestions were put forward.