学习型城市、终身学习与老年人生活——以上海长宁区社区学校为例

作者: 肖岩

48.73万字30人正在读

已完结现代当代当代文学

作品简介

本书选取上海市社区学校老年学习者作为研究对象。作者参与了这些老年学习者的学习活动，并对他们进行了深度访谈。书中涉及的主要内容和大量信息基于当时早年的调研报告。本书介绍了老年学习者生活各个时期的学习活动，以及学习活动给他们的生活和整个社区文化等方面带来的变化。希望本书能为学习型城市建设和老年学习带来新的思考。

目录 (182章)

倒序

正文

1.1　ResearchBackground 1.2　ResearchPurposeandResearchQuestions 1.3.1　Researchmethodology 1.3.2　Researchprocess(1)1.3.2　Researchprocess(2)1.3.2　Researchprocess(3)1.4　DefinitionofTerms 1.4.1　Learningcity 1.4.2　Theelderly 1.4.3　Elderlylearning 1.4.4　Elderlylives CHAPTER2　LIFELONGEDUCATIONINMODERNCHINA 2.1.1　IdeasoflifelongeducationinChinesetraditionaleducation 2.1.2　LifelongeducationdevelopmentincontemporaryChina(1)2.1.2　LifelongeducationdevelopmentincontemporaryChina(2)2.1.2　LifelongeducationdevelopmentincontemporaryChina(3)2.1.3　NewexplorationsbyChinesescholarsinthefieldoflifelongeducation 2.2　EvolutionofModernChina&#x0027;sLifelongEducationPolicy 2.2.1　Infantstageoflifelongeducationpolicies（lateinthe1970sto1980s）2.2.2　Developinglifelongeducationpoliciesandlegislation（inthe1990s）2.2.3　Periodoflifelongeducationpoliciesinfullswing（2000-2012）(1)2.2.3　Periodoflifelongeducationpoliciesinfullswing（2000-2012）(2)2.3　CharacteristicsandProblemsintheResearchofChineseLifelongEducation 3.1　FormationandDevelopmentoftheLifelongLearningCityinChina 3.1.1　MotivationtoestablishalifelonglearningcityinChina 3.1.2　RepresentativelifelonglearningcitiesinChina 3.1.3　CurrentsituationandopenproblemsoflifelonglearningcitiesinChina 3.2.1　IntroductionofShanghai 3.2.2　ConstructinglifelongeducationsysteminShanghai(1)3.2.2　ConstructinglifelongeducationsysteminShanghai(2)3.2.2　ConstructinglifelongeducationsysteminShanghai(3)3.2.2　ConstructinglifelongeducationsysteminShanghai(4)3.2.2　ConstructinglifelongeducationsysteminShanghai(5)3.2.2　ConstructinglifelongeducationsysteminShanghai(6)3.2.2　ConstructinglifelongeducationsysteminShanghai(7)3.2.2　ConstructinglifelongeducationsysteminShanghai(8)3.2.2　ConstructinglifelongeducationsysteminShanghai(9)3.2.2　ConstructinglifelongeducationsysteminShanghai(10)3.3　TheProcessofBuildingaLearningCityinShanghai 3.3.1　Thepilotingandidea-formingstage（1999-2005）(1)3.3.1　Thepilotingandidea-formingstage（1999-2005）(2)3.3.2　Theblueprintingandsystem-buildingstage（2006-2010）(1)3.3.2　Theblueprintingandsystem-buildingstage（2006-2010）(2)3.3.2　Theblueprintingandsystem-buildingstage（2006-2010）(3)3.3.3　Thestandardizeddevelopmentandmechanisminnovationstage（2011-）CHAPTER4　ELDERLYLEARNINGINCHINA 4.1.1　Population 4.1.2　Agestructureandgenderstructure 4.1.3　Demographicdistribution 4.1.4　Urban，town，andruralelderlypopulationdistribution 4.2.1　Thecharacteristicsoftheelderly(1)4.2.1　Thecharacteristicsoftheelderly(2)4.2.1　Thecharacteristicsoftheelderly(3)4.2.2　Theelderlylearningcharacteristics 4.3　ElderlyEducationDevelopment 4.3.1　TheinitialstageofelderlyeducationinChina（into1980sto1990s）4.3.2　ThedevelopmentandperfectionstageofelderlyeducationinChina（middletolate1990s）4.3.3　TheinnovativestageofelderlyeducationinChina（inthe21stcentury）4.4　ElderlyEducationFeature 4.4.1　Hierarchicalanddiversifiedelderlyeducationmanagementsystem 4.4.2　Diversifiedelderlyeducationformsandmeans 4.4.3　Systematicandstandardmanagementofelderlyeducationcurriculum 4.4.4　Elderlyeducationextendingfromlargeandmedium-sizedcitiestothecountryside 4.5　ElderlyEducationInstitutionsandImplementation 4.5.1　Communityelderlyeducation 4.5.2　Theelderuniversity 4.5.3　Mediaelderlyeducation 4.5.4　Self-organizedelderlyeducation 4.6.1　Themanagementorganizationsofthecommunityschool 4.6.2　Theteachers&#x0027;structure 4.6.3　Thecurriculumcontentofthecommunityschool(1)4.6.3　Thecurriculumcontentofthecommunityschool(2)4.7　GlobalElderlyLearningResearch 4.7.1　Feasibilityofadultlearning(1)4.7.1　Feasibilityofadultlearning(2)4.7.2　Differencesandinfluencingfactorsofelderlylearning(1)4.7.2　Differencesandinfluencingfactorsofelderlylearning(2)4.7.2　Differencesandinfluencingfactorsofelderlylearning(3)4.7.3　Thesuccessfulaging(1)4.7.3　Thesuccessfulaging(2)4.7.4　Theculturephenomenonoftheagedlearningandelderlylife(1)4.7.4　Theculturephenomenonoftheagedlearningandelderlylife(2)4.7.4　Theculturephenomenonoftheagedlearningandelderlylife(3)5.1　Seniors’LifeBeforeandAfterRetirement 5.1.1　Discontinuityofeducation 5.1.2　Seeminglysettledlifebeforeretirement 5.1.3　Perceptionsoftheelderly:significanceofstability 5.2　GeneratingLearningNeeds 5.2.1　Learningneeds:motivatedtolearn 5.2.2　Aspectsoflearningneeds(1)5.2.2　Aspectsoflearningneeds(2)5.2.2　Aspectsoflearningneeds(3)5.3.1　Fosteringaccesstolearning(1)5.3.1　Fosteringaccesstolearning(2)5.3.1　Fosteringaccesstolearning(3)5.3.1　Fosteringaccesstolearning(4)5.3.1　Fosteringaccesstolearning(5)5.3.2　Familyandpeersupportinlearning(1)5.3.2　Familyandpeersupportinlearning(2)5.3.2　Familyandpeersupportinlearning(3)5.4.1　Spectrumofadaptationintolearning(1)5.4.1　Spectrumofadaptationintolearning(2)5.4.2　Depictingadaptationsintolearning(1)5.4.2　Depictingadaptationsintolearning(2)5.4.2　Depictingadaptationsintolearning(3)5.4.2　Depictingadaptationsintolearning(4)5.4.2　Depictingadaptationsintolearning(5)5.4.2　Depictingadaptationsintolearning(6)5.4.2　Depictingadaptationsintolearning(7)5.4.2　Depictingadaptationsintolearning(8)5.4.2　Depictingadaptationsintolearning(9)5.4.3　Comprehensionleadingtoreflection(1)5.4.3　Comprehensionleadingtoreflection(2)5.4.3　Comprehensionleadingtoreflection(3)5.5　ScenesofLifeChangeIncurredfromElderlyLearning 5.5.1　Generalcharacteristicsofpersonalimprovement(1)5.5.1　Generalcharacteristicsofpersonalimprovement(2)5.5.1　Generalcharacteristicsofpersonalimprovement(3)5.5.1　Generalcharacteristicsofpersonalimprovement(4)5.5.2　Fosteringpatternswithinthefamily(1)5.5.2　Fosteringpatternswithinthefamily(2)5.5.2　Fosteringpatternswithinthefamily(3)5.5.2　Fosteringpatternswithinthefamily(4)5.5.2　Fosteringpatternswithinthefamily(5)5.5.2　Fosteringpatternswithinthefamily(6)5.5.3　Expansionofthesocialenvironment(1)5.5.3　Expansionofthesocialenvironment(2)5.5.3　Expansionofthesocialenvironment(3)5.5.3　Expansionofthesocialenvironment(4)5.5.3　Expansionofthesocialenvironment(5)5.5.3　Expansionofthesocialenvironment(6)5.5.3　Expansionofthesocialenvironment(7)5.5.3　Expansionofthesocialenvironment(8)CHAPTER6　INTERRELATIONOFELDERLYLEARNINGANDTHEIRLIVESINTHECHINESESOCIETY 6.1　ElderlyLearningandLives:TriggerofLearning,BlurringofBoundaries 6.1.1　Corporealdimensioninelderlylearningandlives(1)6.1.1　Corporealdimensioninelderlylearningandlives(2)6.1.1　Corporealdimensioninelderlylearningandlives(3)6.1.2　Learningasanembodimentofthementaldimension(1)6.1.2　Learningasanembodimentofthementaldimension(2)6.1.2　Learningasanembodimentofthementaldimension(3)6.1.2　Learningasanembodimentofthementaldimension(4)6.1.2　Learningasanembodimentofthementaldimension(5)6.1.2　Learningasanembodimentofthementaldimension(6)6.1.3　Elderlylearning:familylifeinminiature(1)6.1.3　Elderlylearning:familylifeinminiature(2)6.1.3　Elderlylearning:familylifeinminiature(3)6.1.4　ElderlylearningasawayofsocialLife(1)6.1.4　ElderlylearningasawayofsocialLife(2)6.1.4　ElderlylearningasawayofsocialLife(3)6.2　EnrichmentofElderlyLivesthroughElderlyLearning 6.2.1　Promotingchangesinthecorporealdimension(1)6.2.1　Promotingchangesinthecorporealdimension(2)6.2.1　Promotingchangesinthecorporealdimension(3)6.2.2　Qualityenhancementinthementaldimension(1)6.2.2　Qualityenhancementinthementaldimension(2)6.2.2　Qualityenhancementinthementaldimension(3)6.2.2　Qualityenhancementinthementaldimension(4)6.2.3　Fosteringcohesionwithinthefamily(1)6.2.3　Fosteringcohesionwithinthefamily(2)6.2.3　Fosteringcohesionwithinthefamily(3)6.2.4　Strengthensociallivesofelders(1)6.2.4　Strengthensociallivesofelders(2)6.2.4　Strengthensociallivesofelders(3)6.3.1　Diffusionofcommunityculture(1)6.3.1　Diffusionofcommunityculture(2)6.3.1　Diffusionofcommunityculture(3)6.3.1　Diffusionofcommunityculture(4)6.3.2　RoleofpromotingelderlycarefunctionswithinChina(1)6.3.2　RoleofpromotingelderlycarefunctionswithinChina(2)6.3.2　RoleofpromotingelderlycarefunctionswithinChina(3)6.3.2　RoleofpromotingelderlycarefunctionswithinChina(4)7.1　Discussion(1)7.1　Discussion(2)7.1　Discussion(3)7.1　Discussion(4)7.1　Discussion(5)7.1　Discussion(6)7.1　Discussion(7)7.2　Conclusion(1)7.2　Conclusion(2)反侵权盗版声明

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