| Summary: | 博士 === 國立臺南大學 === 教育學系教育經營與管理碩博士班 === 102 === Taiwan’s elderly population has increased by 33.9% in the decade from 1993 to 2013. The elderly have not only become the main population, but also in order to cope with the social change and adapt to the social life, they involve in non-formal learning, and this is likely to become a tendency in the future. The main purpose of this study is to explore the elderly participation in multi-curriculum learning and present a logical implication of consumption, and thus be able to recognize multi-curriculum learning and meanings behind elderly participation.
This study is inspired by Geogre Simmel’s theory, and my initial research interest. The research will be conducted in consumption context and the sociological theory viewpoints of scholars in discussing consumption and related issues will be integrated in a framework where one interpretation can be gradually analysed and surveyed. The focus of the study is on three areas : （1）The elderly who are involved in the multi-curriculum learning of action consumption logic;（2）The elderly who participate in multi-level consumption logic and;（3）The elderly who participate in multi-curriculum symbolic consumption logic. The question to be answered is what do the three consumption logics mean? If they have an an impact, what is it?
The results show that;（1）The elderly who participate in multi-curriculum of action consumption logic feel that it reduces the structure of habitus configuration taste and life-style. Through the evaluation of the elderly consumption action, result is the consumption effect. It was found that Community college as multi-curriculum is the source of profit, not only necessary to compete with other fields, but within the organization field itself thus becoming a tool of struggle in the multi-curriclum and the source of conflict.（2）The elderly consumption logic involved in multi-level, based on the gradual interpretation of restricting consumption , formation regulation , consumption implicit in a way to present, plus discrepancy classes, have different types of elderly participate multicurriculum, and then produce different effects.（3）The elderly who participate in multi-curriculum symbolic consumption logic, using the “signifier” and “signified” and referring to the basis of value in use and interpretation of the gradual symbolic value as well as casting a symbolic exchange integration with ambivalence, resulted in the consumption effects.
The research recommendations includes,（1）In terms of elderly involvement in real multi-curriculum that one wants to learn exclusive social presentation is necessary.（2）In terms of curriculum design, design the needed multi-curriculum to fit the elderly in real life, adding value and significance to improve the image and attractiveness of multicurriculum.（3）In terms of teachers, and education-related theoretical knowledge learning, increase outward dialogue with instructors, curriculum design information is required to help improve the quality of teaching and classroom management.（4）In terms of community college operating difficulties, crisis and risk: struggle betweem community college and multi-curriculum, resulting in instrtitutionalized crisis, market crisis, the elites of the crisis, and face with individual risk in the community colleges.（5）In terms of looking to the future, develop community college and multi-curriculum traits, for continued growth in the future.
Learning to learn the elderly, few issues of point of view from the sociological consumption and analysis of the consumption logic and effect in the elderly participation of the multi-curriculum learning will be considered. The study aims at playing a complementary role to that effect.
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