| 關 鍵 詞： |
延緩失智；延緩失能；高齡教育；健康促進 |
| 中文摘要： |
隨著超高齡社會的即將來臨，高齡者失智與失能的問題日益嚴峻，如何透過教育介入以延緩功能退化，成為高齡教育的重要任務。本文旨在探討延緩失智失能之理念對高齡教育實施的啟示。目前各社區依此理念發展延緩失智失能課程，強調認知刺激、身體活動、社交互動與健康促進，能有效提升高齡者的自我效能與生活品質，由此可見，依此理念發展之課程對高齡教育產生重大意義。本文進一步指出，延緩失智失能理念對高齡教育的實施啟示包括：高齡教育（1）應將教育重心從興趣導向擴展至健康促進導向；（2）應納入社區整合照護體系；（3）須重視整合性的課程設計與評量；（4）應強化學習者的自我效能與賦能；（5）需培育跨專業師資；以及（6）須加強學校行政的支持與配合。整而言之，延緩失智失能理念對高齡教育的核心啟示，即在於實現「學習即健康促進」的教育理念。此一方向不僅拓展了高齡教育的內涵，也使學習與教育成為預防失智與失能的重要社會支持力量。
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| 英文關鍵詞： |
dementia prevention；disability prevention；elderly education；health promotion |
| 英文摘要： |
As Taiwan approaches a super-aged society, the issues of dementia and functional decline among older adults are becoming increasingly severe. How to intervene through education to delay functional deterioration has become an important task for elderly education. This paper aims to explore the implications of dementia and disability prevention concepts for the implementation of elderly education. Currently, various communities have developed programs based on this concept to delay dementia and functional decline, emphasizing cognitive stimulation, physical activity, social interaction, and health promotion. These programs have been shown to effectively enhance older adults’ self-efficacy and quality of life. Therefore, it is evident that courses developed under this concept have significant implications for eldeerly education. This paper summarizes the implications for elderly education, including: expanding the focus of education from interest-oriented to health-promoting approaches, integrating community-based care systems, emphasizing integrated curriculum design and assessment, strengthening learners’ self-efficacy and empowerment, cultivating interdisciplinary teaching staff, and enhancing administrative support. Overall, the concepts of dementia and disability prevention enable elderly education to realize the principle of “learning as health promotion,” not only expanding the scope of education but also transforming learning into a critical social support mechanism for the prevention of dementia and functional decline.
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| 目 次： |
一、前言
二、健康促進之意涵與理論基礎
三、延緩失智失能與健康促進之理念
四、延緩失智失能課程之發展與內涵
五、延緩失智失能理念在高齡教育之實踐與反思
五、結論
（一）延緩失智失能課程為高齡教育帶來新的實踐方向
（二）高齡教育應以健康促進為核心目標
（三）延緩失智失能理念強化了教育與照護的連結
（一）政策面之建議
（二）教育實務之建議
（三）後續研究之建議
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