中国的老龄化使得日益增长的老年群体逐渐成为社会关注的热点，老年学习也成为终身教育探究的方向之一。中国的学习型城市建设以来，建立了更广泛的学习网络，为老年人提供了更多地学习的机会，本书使用个案研究法，对上海社区学校的老年学习者进行了访谈，主要从老年人退休前后生活状态、产生的学习需求、提供学习支持的外部条件、参与到学习中的过程等方面，对参与老年学习的现象进行了描述的基础上，对老年学习进行了深度的分析与解读，向读者展现了一个完整的、有真实情境的老年学习与老年生活景象。为推动老年学习发展的学习型城市建设提供了建议。
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内容简介
Foreword
CHAPTER 1 INTRODUCTION
1.1 Research Background
1.2 Research Purpose and Research Questions
1.3 Research Methodology and Process
1.3.1 Research methodology
1.3.2 Research process
1.4 Definition of Terms
1.4.1 Learning city
1.4.2 The elderly
1.4.3 Elderly learning
1.4.4 Elderly lives
CHAPTER 2 LIFELONG EDUCATION IN MODERN CHINA
2.1 The Historical Development of Lifelong Education
2.1.1 Ideas of lifelong education in Chinese traditional education
2.1.2 Lifelong education development in contemporary China
2.1.3 New explorations by Chinese scholars in the field of lifelong education
2.2 Evolution of Modern China's Lifelong Education Policy
2.2.1 Infant stage of lifelong education policies （late in the 1970s to 1980s）
2.2.2 Developing lifelong education policies and legislation （in the 1990s）
2.2.3 Period of lifelong education policies in full swing （2000-2012）
2.3 Characteristics and Problems in the Research of Chinese Lifelong Education
CHAPTER 3 LEARNING CITY IN CHINA
3.1 Formation and Development of the Lifelong Learning City in China
3.1.1 Motivation to establish a lifelong learning city in China
3.1.2 Representative lifelong learning cities in China
3.1.3 Current situation and open problems of lifelong learning cities in China
3.2 Constructing Lifelong Education System in Shanghai
3.2.1 Introduction of Shanghai
3.2.2 Constructing lifelong education system in Shanghai
3.3 The Process of Building a Learning City in Shanghai
3.3.1 The piloting and idea-forming stage （1999-2005）
3.3.2 The blueprinting and system-building stage （2006-2010）
3.3.3 The standardized development and mechanism innovation stage（2011-）
CHAPTER 4 ELDERLY LEARNING IN CHINA
4.1 Elder Population Features
4.1.1 Population
4.1.2 Age structure and gender structure
4.1.3 Demographic distribution
4.1.4 Urban，town，and rural elderly population distribution
4.2 The Characteristics of the Elderly and Elderly Learning
4.2.1 The characteristics of the elderly
4.2.2 The elderly learning characteristics
4.3 Elderly Education Development
4.3.1 The initial stage of elderly education in China（in to 1980s to 1990s）
4.3.2 The development and perfection stage of elderly education in China（middle to late 1990s）
4.3.3 The innovative stage of elderly education in China （in the 21st century）
4.4 Elderly Education Feature
4.4.1 Hierarchical and diversified elderly education management system
4.4.2 Diversified elderly education forms and means
4.4.3 Systematic and standard management of elderly education curriculum
4.4.4 Elderly education extending from large and medium-sized cities to the countryside
4.5 Elderly Education Institutions and Implementation
4.5.1 Community elderly education
4.5.2 The elder university
4.5.3 Media elderly education
4.5.4 Self-organized elderly education
4.6 Community Schools in Shanghai
4.6.1 The management organizations of the community school
4.6.2 The teachers' structure
4.6.3 The curriculum content of the community school
4.7 Global Elderly Learning Research
4.7.1 Feasibility of adult learning
4.7.2 Differences and influencing factors of elderly learning
4.7.3 The successful aging
4.7.4 The culture phenomenon of the aged learning and elderly life
CHAPTER 5 LEARNING AND LIFE IN THE ELDERLY STAGE:CONTENTS OF LEARNING CITY COMMUNITY SCHOOL
5.1 Seniors’ Life Before and After Retirement
5.1.1 Discontinuity of education
5.1.2 Seemingly settled life before retirement
5.1.3 Perceptions of the elderly:significance of stability
5.2 Generating Learning Needs
5.2.1 Learning needs:motivated to learn
5.2.2 Aspects of learning needs
5.3 Environments Amicable to Learning
5.3.1 Fostering access to learning
5.3.2 Family and peer support in learning
5.4 Characteristics of Participation in Elderly Learning
5.4.1 Spectrum of adaptation into learning
5.4.2 Depicting adaptations into learning
5.4.3 Comprehension leading to reflection
5.5 Scenes of Life Change Incurred from Elderly Learning
5.5.1 General characteristics of personal improvement
5.5.2 Fostering patterns within the family
5.5.3 Expansion of the social environment
CHAPTER 6 INTERRELATION OF ELDERLY LEARNING AND THEIR LIVES IN THE CHINESE SOCIETY
6.1 Elderly Learning and Lives:Trigger of Learning,Blurring of Boundaries
6.1.1 Corporeal dimension in elderly learning and lives
6.1.2 Learning as an embodiment of the mental dimension
6.1.3 Elderly learning:family life in miniature
6.1.4 Elderly learning as a way of social Life
6.2 Enrichment of Elderly Lives through Elderly Learning
6.2.1 Promoting changes in the corporeal dimension
6.2.2 Quality enhancement in the mental dimension
6.2.3 Fostering cohesion within the family
6.2.4 Strengthen social lives of elders
6.3 Cultural and Institutional Aspects of Elderly Learning
6.3.1 Diffusion of community culture
6.3.2 Role of promoting elderly care functions within China
CHAPTER 7 DISCUSSION AND CONCLUSION
7.1 Discussion
7.2 Conclusion
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