Leaders Competences and Roles for Intergenerational Learning Program -A Case Study of History Alive Project

• Main Authors: Jao Yuan Li, 饒媛莉
• Other Authors: 陳黛芬
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/598fw3

碩士 === 東海大學 === 教育研究所 === 107 === This study uses five practitioners of the Active History Program to study the images and the competences and role of the seekers in the story classes of the students and the competences and role of those who enter the school. To reach the research goal, this study has been conducted using the present-day learning of the study and the semi-literal type of large-scale analysis after finishing into verbatim texts, and dividing them into intentional subjects. Research has been found that the role of the intergenerational program is mutually informed.The needed competences includes knowledge, skill, and attitude aspects. Knowledge aspect includes understanding of the high-level students, psychological special competences, and understanding of the program vision of the two skill aspects includes teaching abilities and mindset stabling skills, while teaching abilities are with the ability to match and 3C, ability to use limbs, ability to use the course, and theability to clarify the words of the generation. The skills of mindset stabling include the ability to develop, the ability to create a good learning atmosphere, the ability to complete life stories, the ability to ask questions, the ability to have similar pain and communication, the ability to communicate with high EQ people, and the ability to connect with sources. The attitude aspect has the attitude of love for people, the attitude of self-awareness, the attitude of willingness to help others, and the attitude of physical learning. The leaders of intergenerational learning program should have the initial role at the beginning with positive target-oriented and interaction and discussion guiding; the mid-term role becomes the encourager, the clarifier of the generation language, group mediator and counselor in the course; the end period role then becomes the follower who motivates seniors to be protagonists and trivial affairs terminators. Based on the results, the researchers made several suggestions forthe leaders of the intergenerational program, relevant units, and future researchers. In the future I wish I could contribute to the promotion of intergenerational education.