社会参与理论视阈下老年教育课程体系构建策略——以广州电大老年开放大学为例

The Construction Strategy of the Curriculum System of Education for the Elderly under the Threshold of the Social Participation Theory——Take Guangzhou Open University for the Elderly as An Example

大力发展老年教育是我国积极应对人口老龄化社会问题的重要举措。课程体系是老年教育的重要载体和支撑,是提高老年教育质量、实现老年教育目标的重要抓手。构建符合老年人各层次社会参与需要的课程体系,是积极应对老龄化社会问题及发展老年教育的中心环节。本文基于社会参与理论,构建老年教育与社会参与内在联系的理论模型。并以广州电大老年开放大学课程体系为例,进行现状分析,指出老年教育课程体系构建存在四个方面的不足:课程构建缺乏体制机制基础,缺少建设标准和规范,停留在"闲暇教育"层次,缺乏高质量、差异化课程等。进而提出老年教育课程体系构建策略:一是树立以社会参与为导向的课程构建理念;二是完善机制体制,保障课程体系构建基础;三是以老年人社会参与需求为主导,构建"三层次"课程体系;四是注重教学与活动环节,拓宽老年人社会参与平台;五是建立考评机制,以评促建,促进课程体系构建的良性发展等。

It is an important measure to develop the education for the elderly in China to deal with the problem of aging population. The curriculum system is an important carrier and support for the education for the elderly, and it is an important starting point to improve the quality and achieve the goal of education for the elderly. Constructing a curriculum system that meets the needs of social participation at all levels of the elderly is the central link in actively addressing the problems of an ageing society and developing education for the elderly. Based on the theory of social participation, this paper constructs a theoretical model of the relationship between education and social participation. The present situation is reviewed with the example of the curriculum system of Guangzhou Open University. There are five shortcomings in the construction of the curriculum system of education for the elderly, namely, the lack of institutional foundation, the lack of construction standards and norms, the lack of quality and differentiated courses at the "leisure education" level. The paper then puts forward the construction strategy of the curriculum system of the elderly education: First, establish the concept of social participationoriented curriculum construction; The second is to improve the institutional system and ensure the foundation for the construction of the curriculum system; The third is to build a "three-level" curriculum system based on the social participation needs of the elderly; Fourth, pay attention to teaching and activities, broaden the platform for social participation of the elderly; The fifth is to establish an evaluation mechanism to promote the construction of evaluation and promote the benign development of the curriculum system.