学习权视域下老年学习障碍的实证研究

An Empirical Study of Learning Disorders for the Elderly from the Perspective of Learning Right

随着终身教育、终身学习理念的传播与实践,以及全球老龄化程度的日益加剧,老年教育、老年学习发展逐渐繁荣。在老年学习方兴未艾的背后,诸多因素阻碍了老年群体的学习参与乃至学习权利的实现。通过问卷调查法与访谈法对老年学习障碍进行深入探究,明晰影响老年学习的身心障碍、情境障碍、机构障碍与信息障碍,并结合“学习权”理论的学习自由权、学习机会平等权、学习条件保障权以及发展权等内容,提出有助于消除障碍的建议,从而促进老年群体的积极参与,更好地保障他们的学习权。

Despite the growing development of education and learning of the elderly, there are still many factors that hinder their participation in learning and even the realization of learning rights. Through questionnaires and interviews, we found that the obstacles affecting the learning of the elderly include physical and mental disorders, situational disorders, institutional barriers and information barriers. To this end, combined with the theory of the right to learn, this paper put forward some suggestions to help resolve the obstacles, so as to promote the active participation of the elderly in learning, and more effectively protect their right to learn.