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Authors: Dorscine Spigner-Littles ;Chalon E. Anderson
DOI: 10.1080/036012799267828
Publication Frequency: 12 issues per year
Published in: Educational Gerontology, Volume 25, Issue 3 May 1999 , pages 203 - 209
Subject: Adult Education and Lifelong Learning;
Number of References: 12
Formats available: PDF (English)
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Abstract
The collective profile of older learners differs from that of younger learners. Older learners tend to be highly motivated and favorably predisposed toward the learning process. Older learners comprehend and retain information more effectively when it is presented using instructional methods and classroom environments that recognize inherent differences between this population and the various groups of younger students. Instructional/teaching methods and techniques found to be especially effective with older learners were identified and discussed in context with the well-established Cognitive and Constructivist Learning Theories.
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集體剖面老年學員不同於年輕學習者。
年齡較大的學習者往往是很高的積極性和有利傾向於對學習的過程。
年齡較大的學習者理解和更有效地保留信息時，提出了用課堂教學方法和環境，認識到這一人群之間固有的分歧和不同群體的年輕學生。
教學 /教學方法和技巧發現年紀較大的學習者，特別是有效的，並討論確定了在環境與完善的認知和建構主義學習理論。
引用的部份
此外，Spigner-Littles and Anderson (1999: 204) 也指出，要有效地教導高齡者學習，教師必須要主動極積地鼓勵高齡學習者的參與投入，因此教師應該要轉變成促進者(facilitator)或者是調解者(moderator)的角色，以便讓高齡學習者能夠針對上課的主題充份地分享他們的意見與觀點。
