目 錄 CHAPTER 1 INTRODUCTION\t1 1．1 Research Background\t1 1．2 Research Purpose and Research Questions\t2 1．3 Research Methodology and Process\t3 1．3．1 Research methodology\t3 1．3．2 Research process\t4 1．4 Definition of Terms\t8 1．4．1 Learning city\t8 1．4．2 The elderly\t9 1．4．3 Elderly learning\t9 1．4．4 Elderly lives\t10 CHAPTER 2 LIFELONG EDUCATION IN MODERN CHINA\t11 2．1 The Historical Development of Lifelong Education\t11 2．1．1 Ideas of lifelong education in Chinese traditional education\t11 2．1．2 Lifelong education development in contemporary China\t13 2．1．3 New explorations by Chinese scholars in the field of lifelong education\t15 2．2 Evolution of Modern China’s Lifelong Education Policy\t17 2．2．1 Infant stage of lifelong education policies (late in the 1970s to 1980s)\t18 2．2．2 Developing lifelong education policies and legislation (in the 1990s)\t18 2．2．3 Period of lifelong education policies in full swing (2000-2012)\t20 2．3 Characteristics and Problems in the Research of Chinese Lifelong Education\t22 CHAPTER 3 LEARNING CITY IN CHINA\t24 3．1 Formation and Development of the Lifelong Learning City in China\t24 3．1．1 Motivation to establish a lifelong learning city in China\t25 3．1．2 Representative lifelong learning cities in China\t27 3．1．3 Current situation and open problems of lifelong learning cities in China\t28 3．2 Constructing Lifelong Education System in Shanghai\t30 3．2．1 Introduction of Shanghai\t30 3．2．2 Constructing lifelong education system in Shanghai\t31 3．3 The Process of Building a Learning City in Shanghai\t43 3．3．1 The piloting and idea-forming stage (1999-2005)\t43 3．3．2 The blueprinting and system-building stage (2006-2010)\t45 3．3．3 The standardized development and mechanism innovation stage(2011-)\t48 CHAPTER 4 ELDERLY LEARNING IN CHINA\t50 4．1 Elder Population Features\t50 4．1．1 Population\t50 4．1．2 Age structure and gender structure\t52 4．1．3 Demographic distribution\t54 4．1．4 Urban， town， and rural elderly population distribution\t56 4．2 The Characteristics of the Elderly and Elderly Learning\t57 4．2．1 The characteristics of the elderly\t57 4．2．2 The elderly learning characteristics\t62 4．3 Elderly Education Development\t63 4．3．1 The initial stage of elderly education in China(in the 1980s to 1990s)\t63 4．3．2 The development and perfection stage of elderly education in China (middle to late 1990s)\t64 4．3．3 The innovative stage of elderly education in China (in the 21st century)\t65 4．4 Elderly Education Feature\t66 4．4．1 Hierarchical and diversified elderly education management system\t66 4．4．2 Diversified elderly education forms and means\t68 4．4．3 Systematic and standard management of elderly education curriculum\t68 4．4．4 Elderly education extending from large and medium-sized cities to the countryside\t70 4．5 Elderly Education Institutions and Implementation\t71 4．5．1 Community elderly education\t71 4．5．2 The elder university\t72 4．5．3 Media elderly education\t73 4．5．4 Self-organized elderly education\t73 4．6 Community Schools in Shanghai\t74 4．6．1 The management organizations of the community school\t74 4．6．2 The teachers’ structure\t76 4．6．3 The curriculum content of the community school\t77 4．7 Global Elderly Learning Research\t79 4．7．1 Feasibility of adult learning\t79 4．7．2 Differences and influencing factors of elderly learning\t82 4．7．3 The successful aging\t85 4．7．4 The culture phenomenon of the aged learning and elderly life\t87 CHAPTER 5 LEARNING AND LIFE IN THE ELDERLY STAGE： CONTENTS OF LEARNING CITY COMMUNITY SCHOOL\t91 5．1 Seniors’ Life Before and After Retirement\t91 5．1．1 Discontinuity of education\t91 5．1．2 Seemingly settled life before retirement\t92 5．1．3 Perceptions of the elderly： significance of stability\t93 5．2 Generating Learning Needs\t94 5．2．1 Learning needs： motivated to learn\t94 5．2．2 Aspects of learning needs\t96 5．3 Environments Amicable to Learning\t99 5．3．1 Fostering access to learning\t99 5．3．2 Family and peer support in learning\t105 5．4 Characteristics of Participation in Elderly Learning\t108 5．4．1 Spectrum of adaptation into learning\t108 5．4．2 Depicting adaptations into learning\t110 5．4．3 Comprehension leading to reflection\t121 5．5 Scenes of Life Change Incurred from Elderly Learning\t125 5．5．1 General characteristics of personal improvement\t125 5．5．2 Fostering patterns within the family\t130 5．5．3 Expansion of the social environment\t137 CHAPTER 6 INTERRELATION OF ELDERLY LEARNING AND THEIR LIVES IN THE CHINESE SOCIETY\t148 6．1 Elderly Learning and Lives： Trigger of Learning， Blurring of Boundaries\t149 6．1．1 Corporeal dimension in elderly learning and lives\t149 6．1．2 Learning as an embodiment of the mental dimension\t153 6．1．3 Elderly learning： family life in miniature\t160 6．1．4 Elderly learning as a way of social Life\t163 6．2 Enrichment of Elderly Lives through Elderly Learning\t167 6．2．1 Promoting changes in the corporeal dimension\t168 6．2．2 Quality enhancement in the mental dimension\t171 6．2．3 Fostering cohesion within the family\t175 6．2．4 Strengthen social lives of elders\t178 6．3 Cultural and Institutional Aspects of Elderly Learning\t182 6．3．1 Diffusion of community culture\t182 6．3．2 Role of promoting elderly care functions within China\t187 CHAPTER 7 DISCUSSION AND CONCLUSION\t192 7．1 Discussion\t192 7．2 Conclusion\t200 參考文獻(xiàn)\t203
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