本研究旨在探討高齡者在組織中之社會學習行為及不同人際網絡角色者其社會學習行為模式。研究對象為兩所國小之玩具工坊高齡者（玩具醫師），研究方法為質性研究取向，運用社會網絡分析方法，了解玩具工坊之高齡者包含中心兼居間者、中心者及邊陲者等三種角色，並且以參與觀察與深度訪談法獲得此三種人際網絡角色者之學習成就動機、同儕間學習行為特徵、學習互動情形與學習相應行為等資料，以歸納分析高齡組織人際網絡間社會學習行為模式。研究獲致下列結論：

一、玩具工坊高齡者人際網絡角色包含中心兼居間者、中心者與邊陲者等三類，其中團體的領導者扮演中心兼居間者角色，擔負資源協調與學習調度之責。
二、不同人際網絡角色者之學習成就動機，在社會性學習成就動機上均包含社會關係維繫與社會貢獻取向；在個我性學習成就動機取向上，中心兼居間者與中心者為新知獲得與學習過程取向，而邊陲者則為能力證明與學習成就取向。
三、不同人際網絡角色者學習互動行為特徵與內涵取向各有異同。
四、玩具工坊高齡者社會學習行為可歸納為下模式：

1、中心兼居間者社會學習行為模式-團體中悠遊的運籌學習者
中心兼居間者個我性學習成就動機包含新知獲得與學習過程取向，社會性學習成就動機包含社會關係維繫與社會貢獻取向；學習行為特徵包含：1.團隊中資源調度分配、學習居間協調者、2.運籌調度與創意探索學習取向、3.學習挑戰中進行反省檢討，並堅持深入探索原理，融入同儕成功經驗。其學習應用行為是以運籌調度與創意探索學習為取向。

2、中心者社會學習行為模式-團體中獨立的創作者
中心者學習成就動機與中心居間者相同，學習行為特徵包含：1.知識探討與新概念獲取，重視知識的獲得與理解、2.學習挑戰中表現堅持與毅力，自我監控與調整學習目標、3.在團體中獨立的探索學習。由於中心者的專家角色，因此中心居間者其學習應用行為是個人自主性與創新力為取向，即使在團體中學習，中心者仍然保有獨立創作的學習風格。

3、邊陲者社會學習行為模式- 團體中認真的觀察學習者
邊陲者個我性學習成就動機包含能力證明與學習成就取向，社會性學習成就動機包含社會關係維繫與社會貢獻取向。學習行為特徵包含1.依賴團體學習，團體共學降低學習焦慮，增加高齡者人際互動、2.學習從認真的觀察模仿開始、3.從成功經驗獲得學習樂趣。其學習應用行為是從學習成就中獲得樂趣，而在團體中邊陲者是認真的觀察學習角色。

本研究依據研究結論針對高齡學習機構提出下列建議：
一、國小可運用閒置空間做為玩具工坊，促進高齡者社會學習、社會貢獻、代間學習與創意發展。
二、高齡學習團體之領導者需能顧慮個人在群體中的關係，而給予學習支持、協助與調度。
三、高齡學習團體應強調同儕關係的維持。
四、高齡學習課程主題設計需規劃挑戰性的內容，激發團體不同網絡角色者之創意與成就感。
五、高齡學習環境之安排，應以小組方式進行，以收同儕間社會學習之效。
六、教師對於高齡者學習內容之安排應兼顧不同網絡角色之需求，催化同儕間學習與互動。
七、高齡學習目標應兼具個人能力提升與社會影響之價值。

Social learning contains the characteristics such as interactive, symbolic, vicarious and self-regulation. Elderly can experience social learning via interact with others in learning group. The purpose of this study is to explore social learning behavior of elderly include learning achievement motivation, learning characteristics, interaction and learning applied behaviors. Research methodology is qualitative research-participant observation and in-depth interviewing with 7 elderly in Toy Clinic Shop, social network analysis and GridWare analysis were used as tools to analyze the social learning behaviors. The findings of this study are as follow:

1) There are 3 type network roles (Center-broker, Center, and Periphery) in elderly learning group. The Center-broker elderly is the leader of group and responsible for resource coordination and scheduling learning of group members.
2) The meaning of elderly learning achievement motivation:
In social orientation, includes social relationship and contribution; in person orientation, the Center-broker and Center elderly are access knowledge and learning process, the Periphery is proven ability and learning achievement.
3) The interaction features and learning behaviors of the 3 type network roles have partly similarities and differences.
4) Elderly social learning behavior can be summarized for the 3 models:
The Center-broker elderly is a good managing and coordinative learner.
The Center elderly is an independent creator in learning group.
The Periphery elderly is an earnest observation learner.

Based on research findings, suggestions are proposed as below:
1)Elderly can promote their social learning, social contribution, intergenerational learning and develop creation in Toy Clinic Shop.
2)The leader of elderly learning group should responsible for resource coordination and scheduling learning of group members.
3) Elderly learning group should be mentioned on members’ relationship, challenging learning task, learning environment and the learning needs of different network roles elderly.

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英文部分
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