推動高齡者課程學習與建設社區據點是因應人口老化的重要舉措。社區可作為支持高齡者課程學習的場域。但在高齡者社區課程發展中存在諸多問題。因此，本研究旨在提出一個適合於高齡者社區課程的開發流程，以藝術作為內容進行設計、開發與執行。並探究他們的學習體驗，課程對對身心健康、生活品質的影響。
本研究採用行動研究法。首先基於設計思考於教學設計與成人教育模式中的相關原則，提出高齡者社區課程發展流程。以藝術作為課程內容，發展出一個為期八周的課程。根據課程執行與反思，提出流程的修正，表現為：（1）發現，透過實地考察、現場觀察、資料查閱、與社區利害相關人訪談，從高齡者真實需求方面獲得靈感；（2）詮釋，理解發現步驟所彙整的資料，並從中確認教學主題；（3）構思，根據擬定之主題進行教學設計的概念發想，保障教學內容與創作流程的適齡性，並以高齡者自我為導向，以及提升他們的內在參與動機；（4）實驗，建構教學內容，透過試教以進一步了解高齡者的課程接受度與難易度，並進行調整或修正；（5）實施，將課程排入社區據點的正式課程並實施，設定課程的記錄與評量方法；（6）擴散，持續發展與拓展教學，建構相互支援的教學社群，並進行課程迭代。
於台北市與新北市的兩個社區據點（各招募20位）執行所開發之課程，共計31名60至90歲的學習者完整參與。透過參與式觀察、問卷調查（前後測）、後續訪談（高齡者與社區利害相關人）來探究高齡者的學習體驗，課程對身心健康、生活品質的影響。結果表明：（1）課程有助於改善高齡者的整體認知，緩解抑鬱，對生活滿意度沒有顯著影響；（2）高齡者獲得良好的課程滿意度，包括豐富的創作體驗與良好的課程互動；（3）課程在四個方面正向影響高齡者的生活品質，包括豐富日常生活、培養積極的生活態度、提升自我價值和促進社會互動。最後，提出高齡者社區藝術課程的設計與開發建議。

Promoting programmatic learning for older adults and building community care stations are important initiatives in responding to the aging population. The community can be a venue to support program learning for older adults. However, there are many problems in developing community-based programs for older adults. Therefore, this study aimed to propose a process for developing a community-based program for older adults, using art as the content for design, development, and implementation. This study also explored their learning experiences and the program’s impact on their physical and mental health and quality of life.
This study adopted the action research method. A community-based program development process for older adults was based on design thinking for educators and the principles associated with the adult education model. An eight-week program was developed with art as content. Based on the implementation and reflection of the program, a revised process was proposed as follows: (1) In the discovery step, inspiration is gained from the real needs of older adults through fieldwork, on-site observation, data collection, and interviews with community stakeholders; (2) In the interpretation step, understanding the data compiled in the discovery step and identifying teaching topics from them; (3) In the ideation step, conceptualize the teaching design based on the proposed topics, ensure the age-appropriateness of the teaching content and creation process, adopt the self-direction of older adults, and enhance their internal motivation to participate; (4) In the experimental step, construct the teaching content, further understand the acceptability and difficulty of the program for older adults through trial teaching, and improve or revise the proposed teaching design; (5) In the implementation step, schedule the program into the official program of the community care stations and implement it, and set up the record and evaluation methods of the program; (6) In the diffusion step, continually develop and expand the teaching, build a mutually supportive teaching community, and iterate on the program.
The eight-week art program was implemented in two community care stations in Taipei and New Taipei (twenty participants for each were recruited). Thirty-one learners between the ages of 60 and 90 participated in the entire program. Participatory observation, questionnaires (pre and post-tests), and follow-up interviews with older adults and community stakeholders were used to assess older adults’ learning experience, the program’s influence on their well-being and cognitive wellness, and their living standards. The results showed that (1) The program aided in enhancing the overall cognitive function of the older adults and alleviated depression but did not result in a notable impact on life contentment; (2) They had reasonable program satisfaction, including rich creation experiences and good program interactions; (3) The program had a positive influence on the well-being of older adults in four domains, encompassing the enhancement of daily experiences, fostering a positive outlook on life, elevating self-esteem, and fostering social engagement. Finally, we proposed designing and developing community art programs for older adults.

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