摘要
为破解老年教育“学而不用”的困境,本研究基于乡镇退休教师邓秀云的剪纸学习个案,构建并验证了“学用转化”的使命驱动机制。该机制由三大核心要素构成:个人品质积淀(内在基础)、社区教育赋能(平台支持)和现实反差强化(催化触媒)。它通过“启动与触发-深化与扩张-系统化与自维持”三个阶段动态演进,并依赖多重反馈回路实现持续强化与发展,最终形成一个自驱性的复杂适应系统。在此基础上,研究进一步提出,推动老年教育实现从“学业达成”到“社会贡献”的范式转型,需要教育提供者从教学者转向赋能者,并系统构建识别品质资本、搭建实践平台、促进反思性学习的支持体系。
To address the dilemma of“learning without application”in elderly education,this paper constructs and validates a mission-driven mechanism for“learning-to-application transformation”based on the case of retired teacher Deng Xiuyun's paper-cutting learning.This mechanism consists of three core elements:personal quality accumulation(internal foundation),community education empowerment(platform support),and reinforcement of real-world contrasts(catalytic agents).It dynamically evolves through three stages:“initiation and triggeringdeepening and expansion-systematization and self-sustainability”,relying on multiple feedback loops for continuous strengthening and development,ultimately forming a self-driven complex adaptive system.On this foundation,the paper further proposes that in order to transition elderly education from“academic achievement”to“social contribution”,educational providers need to shift their roles from instructors to empowerers,systematically constructing a support system that identifies quality capital,establishes practical platforms,and promotes reflective learning.
作者
张勇
刘艳梅
ZHANG Yong;LIU Yan-mei(Community Education Center,Zhongyangli Subdistrict in Feng County,Xuzhou,221700,Jiangsu;Shizhai Junior Middle School in Feng County,Xuzhou,221713,Jiangsu)
出处
《南京开放大学学报》
2025年第4期37-42,49,共7页
Journal of Nanjing Open University
关键词
老年教育
“学用转化”
使命驱动机制
老年教育社会化
elderly education
learning-to-application transformation
mission-driven mechanism
socialization of elderly education
