| 摘要: | 聯合國於1975至1985年在「世界行動計畫｣中即道出婦女接受教育與訓練在縮小兩性間之差距，使社會能進步；教育部在1989年婦女教育計畫中即指出婦女再教育為培養樂觀、提升社會生活品質為目標，讓婦女能享受最大生存尊嚴。研究者長期關心婦女教育議題，且本身亦為終生學習者，對於社區大學課程多元化極感興趣，故研究者親自參與社區大學課程，實地了解社區大學發展及課程規劃。二十一世紀趨向終身學習，人需有「活到老，學到老｣的觀念，政府辦理社區大學，民眾可藉由社區資源，接受新的教育，獲取更多機會參與學習。
本研究主要目的在了解台北市社區大學發展、課程規劃與實施，以成人教育、婦女教育、成人學習、成人學習動機、自我導向學習等理論為基礎，經由文獻探討、實證調查法、訪談法，以台北市五所社區大學(文山、士林、中山、萬華、大安)310位女性學員為研究對象，探討成年婦女參與學習動機與自我導向學習傾向的情形。使用工具為「成年婦女參與台北市社區大學的學習動機與自我導向學習傾向量表」，運用統計軟體SPSS12版進行信度分析、描述統計、多因子變異數分析、Pearson相關係數分析等統計方法，研究發現如下：
一、參與的婦女大部分年齡以40-59歲居多，以已婚為主；從事商業的婦女較多，次為家庭管理、自由業、軍公教；教育程度以高中職居多，次為大學院校、大專；薪資在20,001-30,000元間，獲知上課訊息管道大多以透過親友、宣傳單而得知有此學習管道；參與的婦女以無子女居多，次為子女年齡21-25歲間。
二、不同年齡的婦女參與學習動機在「家人關係」構面上有顯著差異。
三、不同教育程度的婦女參與學習動機在「外界期望」、「社會服務」、「家人關係」等構面皆有顯著差異。
四、不同婚姻狀況的婦女參與學習動機在「家人關係」構面有顯著差異。
五、不同職業的婦女參與學習動機在「外界期望」、「社交關係」、「逃避與刺激」、「職業進展」、「家人關係」等構面均有顯著差異。
六、不同地方獲知上課訊息管道的婦女參與學習動機在「外界期望」、「社交關係」、「家人關係」等構面均有顯著差異。
七、不同薪資的婦女參與自我導向學習傾向在「主動學習」、「喜愛學習」、「持續學習」、「獨立學習」、「創造學習」等構面均有顯著差異。
八、不同職業的婦女參與自我導向學習傾向在「主動學習」、「喜愛學習」、「持續學習」、「創造學習」均有顯著差異。
九、除了學習動機構面之「外界期望」與自我導向學習傾向構面之「喜愛學習」、「創造學習」無顯著相關，其餘各構面皆為相關。
經由文獻探討、實證調查、參與經驗，本研究依據探討結果建議如下：開設理論與實務並重之專業課程、課程由淺入深需分別獨立設班、申請課程認證、統一核發學分證明並與他校互相承認學分、頒發學位證明書、改變學習場域有助學習效率、開設家庭教育課程以減少社會問題、開設促進親子關係課程、開設使婦女開拓生活視野的課程、開設有效應用於生活中的研習課程、促使婦女參與社區總體營造。
From 1975 to 1985, United Nation has pointed in the “World Plan of Action” that education and training to women aimed to shorten the sex difference, and advances social progress; Ministry of Education has indicated in 1989 in Women Education Plan that reeducation of women is aimed to cultivate optimism, and improve the quality of life of the society, in order for women to enjoy the utmost dignity of existence. I’ve always concerned about the issues of women education, who is also a lifelong learner, therefore is quite interested with the diversified programs offered by the community universities, that’s why I attended classes held in community universities, to find out personally the development and curricular planning of the community universities. Lifelong learning is the tendency in 21st Century, we must keep in mind the concept - “Live and Learn”, government runs community universities, from which people can learn new knowledge through community resources, and more opportunities to participate in learning.
This study is mainly aimed to find out the development, curricular planning and implementation of community universities in Taipei, structured with theories such as adult education, women education, adult learning, adult learning motivation, self-directed learning as the foundation, by making use of literature review, empirical investigation, interview, with 310 women students from 5 community universities in Taipei (in Wen Shan, Shilin, Zhong Shan, Wan Hua and Daan District) as objects of study, to probe into the participating and learning motivations and self-directed learning readiness of women. “Measuring Table of the Learning Motivation and Self-Directed Learning Readiness of Women who attended the community universities in Taipei” is tool used, and making use of SPSS12 version of statistical software for reliability analysis, and other statistics such as Descriptive Statistics, Analysis of Variance with Factorial Design, Pearson correlation analysis, result of the study shows the following:
1. Majority of the women attended the community universities are between the age of 40–59, and most are married; majority are engaged in business, followed by housekeeping, freelancers, military and civil service; most of the women are vocational and high school graduate, followed by universities and junior colleges graduate; salaries earned are between 20,001-30,000, most of them acquired information about such learning channel through relatives and friends, flysheets; most of the women attended the community universities are childless, followed by those with children between the age of 21–25.
2. In the “family member relationship”area, there is significant difference on the participation motive for women of different age.
3. In areas including “outside sector expectation”,“social service”and “family member relationship”, there is significant difference in the learning motive of participating women with different educational level.
4. In the area of “family member relationship”, there is significant difference on the learning motive of participating women with different marriage condition.
5. In areas including “outside sector expectation”,“social intercourse relationship”,“evasion and stimulation”,“occupational progress” and “family member relationship”, there is significant difference in the learning motive of participating women with different occupation.
6. In areas including “outside sector expectation”, “social intercourse relationship”and “family member relationship”, there is significant difference in the learning motive of participating women who obtain the lesson information channel from different places.
7. In areas including “active learning”,“enjoy learning ”,
“continual learning”, “independent learning” and “creating learning”, there is significant difference in the self-directed learning tendency of participating women with
different salary.
8. In areas including “active learning”, “enjoy learning”, “continual learning”, and “create learning”, there is significant difference in the self-directed learning tendency of participating women with different occupation.
9.Aside from “outside sector expectation ” from the aspect of learning motivation and “enjoy learning ”, “create learning” from the aspect of self-directed learning readiness that are not apparently related, all remaining aspects are interrelated.
Through literature review, empirical investigation, and experiences of participation, this study come out with the following recommendations based on the result probed into: To deliver professional curricula that emphasizing equally theory and practice, and the curricula shall be classified and open classed based on different level classified, apply certificate courses, issue unified credit certificate and interscholastic recognition of credits, confer certificate of academic degree, change place of learning to facilitate learning efficiencies, open family education programs to minimize social problems, open programs that improve parent-child relations, and programs that broaden women’s view of their living, open research programs that can be applied effectively in the daily lives, and urge the participation of women in the overall construction of the communities. |
