老年教育“谁来学”“谁来教”及“如何教”——基于诺尔斯成人教育视角的老年教育理论问题分析

The Teaching Objects,Subjects and Methods:Education for the Aged from the Perspective of Knowles Adult Education Theory

我国老年教育实践中存在着老年教育对象判断标准不准确、老年教育教师职责不清晰和老年教育教学模式不适宜等问题。引入诺尔斯成人教育视角,有助于从理论上厘清问题、提出对策。第一,老年教育对象判断标准不能仅以年龄为准,而应综合生理、社会、心理三个维度进行判断;第二,老年教育教师应明确“学习促进专家”的角色。第三,老年教育教学模式不能照搬传统教学模式,而应构建“自我导向为主”的老年教育教学新模式。基于诺尔斯成人教育视角的老年教育理论构建,特别是对于“谁来学”“谁来教”及“如何教”等基本理论问题的回答,有助于推动老年教育理论化、学科化发展,指导老年教育实践的进一步开展。

Education for the aged practice in China remains several issues,namely inaccurate criteria of education objects,unclear responsibility of educators,and inappropriate teaching methods&approaches.To clarify the above issues theoretically and to put forward countermeasures,Knowles’adult education theory is introduced in this article.Firstly,criteria of education objects is suggested to change from three dimensions of physiology,psychology and society,in stead of age itself.Secondly,educators are suggested to set the role of“learning promotion experts”.Thirdly,teaching approaches for the aged is suggested to rebuild with a new model of self-directed learning,in stead of copying traditional approaches.It is expected that theoretical exploration of education for the aged based on Knowles’adult education theory promote theoretical and disciplinary development of education for the aged and facilitate future practice,especially in indicating the teaching objects,subjects and methods.