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http://nhuir.nhu.edu.tw/handle/987654321/26706
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| 題名: | 樂齡學習資源分布探討－以嘉義市為例 |
| 其他題名: | Distribution of Learning Resources for Older Adults: A Case Study of Chiayi City |
| 作者: | 張松露
CHANG, SUNG-LU |
| 貢獻者: | 應用社會學系社會學碩士班
蘇峰山
SU, FONG-SAN |
| 關鍵詞: | 樂齡學習;在地老化;參與式地理資訊系統
Learning in older adult;Aging in place;Public participation geographic information systems |
| 日期: | 2018 |
| 上傳時間: | 2018-12-21 09:39:44 (UTC+8) |
| 摘要: | 高齡化為台灣社會正面臨，且無可迴避的問題，政府與民間相繼投入資源於各個領域，積極推動活躍老化、在地老化與成功老化觀念，其中高齡學習則是重點項目之一。本研究以嘉義市為標的，經由Google Map之地理資訊系統呈現嘉義地區樂齡學習資源地理分布現況，並從公部門空間與高齡使用者角度，探討在地活躍老化樂齡學習環境的理想地理空間建構。公部門空間包含里集合所、社區活動中心等，以及國小閒置教室使用；另以樂齡學習使用者角度，協助樂齡學習者於共享地圖上共構樂齡學習足跡，並佐以此視覺化圖資，應用半結構式訪談，及開放式問卷與參與觀察，探討高齡者參與學習的考量因素與需求。 研究中發現人際網絡資源有利高齡者參與學習，包括訊息取得與交通共乘；親屬網絡亦是促使學習參與的因素，如夫妻偕同或姊妹相約學習，以及孩子接送。若有較近學習場域，高齡者會選擇近的地點，離家近的學習地點，有利夜間課程的參與意願、減少交通安全顧慮、方便回家休息或同時照顧到家庭等。多位高齡者認為嘉義市是樂齡學習友善城市，但是地點分布不均，建議加強資源較缺乏區域，或做普及式場域建置。 最後，本研究整合公部門場域，再結合民間機構補強，以800公尺覆蓋，嘗試建構嘉義市在地樂齡學習場域建置，並檢視未覆蓋區域，含偏郊孤立聚落或住宅區、偏郊社區邊緣地帶，以及地理區隔區等；在此廣被普及的樂齡學習場域基礎上，融入各類學習團體與機構，進而佈劃出普及與多元的友善樂齡學習理想架構。
The Taiwanese society is facing the issue of an aging population. Thus, the Taiwan government and civil society are continuously and actively investing in resources to promote the concepts of active aging, aging in place, and successful aging. Among these, learning in older adults is a key focus. In this study, we use the geographic information system Google Maps to present the geographical distribution of learning resources for older adult in Chiayi district. In addition, from the perspective of the public sector space and older adult users, we explore the ideal geospatial construction of an active aging learning environment in this region. The public sector space includes a village assembly hall, community activity center, and vacant classroom in an elementary school. We also assist older adult learners in constructing the learning footprint on the shared map. Next, the visualized map, semi-structured interviews, open-ended questionnaires, and participant observations are used to explore the factors and requirements of older adults to participate in learning. The results indicate that interpersonal network capital is beneficial for older people for participating in learning, including information acquisition and ride-sharing. Family networks (e.g., spouses or sisters learning together and adult children transporting their parents) also motivate learning participation. The older people always select the closest learning location. A study location close to home was conducive to participation in night classes, reducing traffic safety concerns, facilitating home return and rest, and enabling learners to take care of their families. Although many older adults perceive Chiayi City to be a learning-friendly city for them, the learning locations are unevenly distributed. Thus, the number of learning resources should be increased in under-resourced areas or universal learning locations should be constructed. Finally, in an area of 800-m radius, we integrate the public sector space and reinforce it with private institutions to construct infrastructure for local older learning in Chiayi City. We further examine the uncovered areas, including isolated suburban settlements, isolated suburban residential areas, marginal zones of suburban communities, and geographically separated areas. Based on this widely covered and universal older adults learning environment, we further combine all types of learning groups and institutions and construct a universal, multidimensional, aging-friendly learning framework. |
| 顯示於類別: | [應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-社會學碩士班(停招)
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