云南开放大学学报

在“少子高龄化”社会背景下,代际学习作为应对人口结构转型的教育创新模式具有重要研究价值。本研究基于社会支持理论框架,采用质性研究方法,运用NVivo15软件对38篇我国代际学习文献进行三级编码分析,形成包含3个核心维度(父节点)、8个关键要素(子节点)及311个编码参考点的编码体系。研究发现,(1)支持主体方面,需构建多元主体协同机制,其中正式组织(如政府部门、社区教育机构等)提供制度性保障,非正式组织(如志愿者团队、家庭等)侧重情感联结,形成资源互补的生态化支持网络;(2)支持内容方面,应建立包含物质支持、信息支持、情感支持和评价支持的四维立体框架;(3)支持方法方面,应采取直接支持与间接支持的双轨路径,将代际知识传承与情感融合纳入终身教育体系,推动代际学习从碎片化实践向制度化、常态化的社会教育范式转型。

Against the backdrop of a declining birthrate and aging society, intergenerational learning,as an innovative educational model to address demographic transformation, holds significant research value.This study employs qualitative research methods and utilizes NVivo15 software to conduct a three-level coding analysis of 38 Chinese intergenerational learning literature pieces, forming a coding system comprising 3 core dimensions(parent nodes), 8 key elements(child nodes), and 311 coding reference points based on the social support theory framework. Three conclusions are drawn from the research.Firstly, in terms of support subjects, it is necessary to establish a collaborative mechanism involving multiple stakeholders. Formal organizations(such as government departments, community education institutions, etc.) provide institutional safeguards, while informal organizations(such as volunteer teams,families, etc.) focus on emotional connections, forming an ecological support network with complementary resources. Secongly, regarding support content, a four-dimensional framework encompassing material support, informational support, emotional support, and evaluative support should be developed. At last,in terms of support methods, a dual-track approach combining direct and indirect support should be adopted, integrating intergenerational knowledge transmission and emotional bonding into the lifelong education system. This will promote the transformation of intergenerational learning from fragmented practices into an institutionalized and normalized paradigm of social education.