僅供學術研究下載
作者:Wircenski, Michelle
Walker, Michelle
Allen, Jeff
West, Lynda
資料來源:Educational Gerontology; Sep99, Vol. 25 Issue 6, p491-500, 10p, 1 Graph
文件類型:Article
主題術語:*GERONTOLOGY
*AGEISM
摘要:An aging population will be one of the world's most important social issues of the next half-century. Diversity programs should prepare individuals to function successfully in the world of the future. Diversity programs have traditionally included information sensitive to the issues of racism, sexism, culture, and disability. However, the needs of the older population have rarely been addressed in diversity programs. Educators must instill a balanced understanding of aging at all levels of education (K-16). The article provides an overview of aging education as a diversity issue. Specifically, it provides the reader an overview of the components of effective diversity education programs, and instructional methods and techniques for teaching aging as a diversity issue at the elementary through secondary levels. Finally, issues in teaching older adults in higher education are discussed.
人口老化將是世界上最重要的社會問題，下一個半世紀。
多樣性方案應準備個人功能在世界上成功的未來。
傳統的多樣性方案包含的信息敏感的問題的種族主義，性別歧視，文化和殘疾。
然而，需求的老年人口已很少被處理的多樣性方案。
教育工作者必須灌輸一個平衡的了解老化的各級教育（的K - 16）。
本文提供了一個概述老齡教育作為多樣性問題。
具體來說，它提供了讀者一個概述有效成分多樣性教育方案，教學方法和技巧教學老化多樣性問題作為一個在小學通過二級水平。
最後，老年人問題的教學在高等教育中進行了討論。
教學的注意事項
TECHNIQUES
When working with older learners, instructors must employ a variety of teaching approaches to enhanc e their learning and accommodate their losses. Hiemstra (1992) recommended that facilitators
(a)remove any element of competition ;
(b) eliminate time barriers;
(c)reduce high risk situations ;
(d) limit the possibility for learners to make errors ;
(e) modify the speed used to present information to older learners ;
(f) organize the materials into manageable units ;
(g) allow for adequate response time ;
(h) use recognition rather than recall techniques,
(i) provide adequate feedback on learners’ progress ; and
(j) employ self- or peer-evaluation techniques.
A second technique to be employed by instructors is to build e?? ective learning environments (Filipczak, 1998).
Hiemstra (1992) de??ned a learning environment as the physical surroundings, psychological or emotional conditions, and social or cultural in??uences that a?? ect the growth and development of an adult engaged in education.
Instructors are encouraged to pay attention to the physical space where learning
occurs.
This involves understanding the emotional issues adult learners may bring to the environment. Instructors might also be conscious of social or cultural impediments that might a?? ect learning.
Instructors should analyze the learning environment to determine whether or not concerns exist.
This can be accomplished using a checklist via interviews, observations, or reviewing available documents (Hiemstra & Sisco, 1990; Hiemstra, 1992).
Van Der Kamp (1992) described two promising innovations in adult education : new information technology and open learning.
New information technology, which allows learners to pace their learning
experiences, is training through technology.
Examples include traditional media such as broadcasting and audio-cassettes and innovative media such as pre-programmed computer-based learning, computerbased
communications, interactive video, tutorial systems, and simulation programs.
New technologies enhance learning in the workplace, change the context in which learning takes place, and encourage standardization directed toward individual learners.
技
當使用舊的學習者，教師一定要聘請各種教學方法，獲得滿意 é他們的學習和照顧他們的損失。希姆斯特拉（1992）建議調解人
（1）刪除任何元素的競爭;
（二）時間消除障礙;
（三）減少高風險的情況;
（四）限制的可能性，使學習者的錯誤;
（五）修改的速度來為老年人提供信息學習者;
（六）組織材料成可管理的單位;
（七）允許足夠的反應時間;
（八）使用識別技術，而不是召回，
（i）提供足夠的反饋學員的學習進度;及
（十）聘用自我或同儕評價技術。
第二種技術是受僱於導師是建立é？？ ective學習環境（菲利普恰克，1998年）。
希姆斯特拉（1992）德？？奈德一個學習環境，物理環境，心理或情緒狀況，社會或文化？？uences一個？？等的生長和發展成人從事教育工作。
導師鼓勵重視學習的物理空間，
發生。
這涉及了解成人學習者的情感問題可能帶來的環境。指導員也可能是自覺的社會或文化障礙可能1？？等學習。
輔導員應分析的學習環境，以確定是否存在問題。
這可以通過使用清單訪談，觀察，或審查現有文件（希姆斯特拉和西斯科，1990年;希姆斯特拉，1992年）。
范德坎普（1992）描述兩個有前途的創新成人教育：新的信息技術和開放式學習。
新的信息技術，使學員的學習進度
經驗，是通過技術培訓。
例子包括傳統媒體，如廣播和錄音帶和創新性的媒體，如預先編程的計算機為基礎的學習，電腦為
通信，交互式視頻，教程系統和仿真程序。
新技術提高學習的
工作場所，改變學習環境中發生，並
鼓勵標準化的對個體學習者。
