面對高齡社會的來臨，目前我國高齡教育工作者專業培訓不足，極需為高 齡教育工作者建構老化素養指標，以強化其專業能力。因此，本研究採用焦點 團體訪談和德懷術，蒐集老化核心概念、老化教學的知識與技能等方面資料， 進行質性與量化的分析，進而建構出「高齡教育教師老化教學知識與技能評估 指標」。 本研究綜合相關文獻及學者專家的意見，完成高齡教育教師老化教學知識 與技能評估指標的建構，總共包含兩大面向、7大層面、64項指標，兩大面向 分別為老化教學知識及老化教學技能，其中老化教學知識方面，包含了 5項生 理老化指標、4項心理老化指標、4項靈性超越老化指標、7項社會老化指標、 以及4項創造生產老化指標；老化教學技能方面，則包含了 26項老化教學設計 指標，及14項老化教學實施與評量指標。本研究結果可提供給國内高齡教育組 織及高齡教育教師專業發展之參考。

With the arrival of aging society in Taiwan, so far the on-the-job training among teachers from elderly education has seen some deficiency. Therefore, it is important to construct indicators among teachers from elderly education to assess their knowledge and skills of teaching. Adopting the focus group interviews and the Delphi technique to collect and analyze the data, the present study aimed at constructing the indicators of the knowledge and skills among teachers from elderly education. The results of this study indicated that there are 64 indicators of the knowledge and skills among the teachers from elderly education. They are divided into two types: (a) teaching knowledge about aging and (b) teaching skills related to aging. The former is further categorized into five dimensions: physical aging, psychological aging, spiritual and transcendence aging, social aging, creative and productive aging, with a total of 24 indicators. And the latter is classified into two dimensions: the skills of teaching design and the skills of teaching implementation and assessment, with 40 indicators in total.