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在技术采纳过程中,接受相同干预的老年人却呈现出截然不同的结果,既有静态模型及年龄、教育或既往经验等特征无法充分解释这一现象。研究采用建构主义扎根理论方法,基于智能手机培训课程中25名老年学习者的日记、访谈和观察数据,构建了“反思型技术转化框架”。研究发现,影响老年人技术学习结果的关键在于采纳过程中反思能力的激活程度。反思型技术转化框架将技术采纳从静态决策重新概念化为动态转化过程,“反思”亦作为驱动转化的核心机制,通过认知重构、情绪调适、意义激活三重路径推动学习者实现螺旋上升式能力跃迁。研究将老年人重新定位为主动的意义建构者,指明促进数字融入的核心路径在于创造支持深层反思的环境。
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基本信息:
中图分类号:D669.6;G206
引用信息:
[1]武文颖,潘瑜琦,高艺宸.反思以促转化:老年人数字技术采纳的动态转化机制[J].新闻与写作,2026,No.500(02):69-81.
基金信息:
2023年度国家社会科学基金一般项目“银发冲浪群体数字化生存的伦理审视与鸿沟弥合研究”(项目编号:23BXW087)的研究成果
2026-02-25
2026-02-25