[[alternative]]Women and Learning-an research from Women Training Class in Taipei Community

[[abstract]]The objective of this research is to ascertain women's right in educationby discussing women's learning habits and their teacher-student relationship at class.Today, many women education programs are promoted by private organizations in Taiwan.So,researcher chose Taipei Women's Right Association'straining class in Taipei community. From researcher's observation of this class, there are three issues need to be addressed. 1.Participant's learning needs in women education. 2.Women's Learning characteristics at education program. 3.Ways to encourage women to participate in education. 1.Participant's learning needs in women education. Women's learning needs are multiple and movable. Their learning needs depend upon their motivation of learning. Researcher defined these needs into three areas: social, knowledge, and contribution to society. When looking at overalllearning distribution, homemaker, age among 30-50, is most likely to complete the program. Also, free-lancers and homemakers have the highest participation rate at class. This class is designed to satisfy student's knowledge and contribution needs. However, many students came mainly for their social needs. 2.Women's learning characteristics at education programs. Women's learning enironment and learning style will be discussed here.First,kearning environment. The class equipment, such as chair and table arrangement and apace design, is not helpful for women to learn. However,the teacher styleis very encouranging for women. In the class, teachers give students positive feedback, encourage them to talk, and are attentive to student's reaction.These factors stimulate women's desire to learn. Second, learning style. Base on researcher's class observation and her ownknowledge of women women's learning style can be categorized into the followingthree types silent listener, passive reactor, and proactive learner.Most women belong to silent listener and passive reactor group.Proactive learners are very rare. 3.Way to encourage women to participate in education. In order to make women become an empowerment learner,researcher suggests totake actions in the following area: Women's learning needs: find out participant's detail needs in learning and design programs in according to their learning needs. Women's learning environment: set a women community center, keep teacherssteady,provide paper teaching aids;do excises at class; and stress on socialinteraction. Women's learning style:being considerate to learner's sex difference,understand women's learning attitude and methods; and find out right teachingstrategy for silent listeners and passive reactors.In terms of research limitation,there are some more ways of looking at women's learning habits besides sez characteristics. For example, analyze women'slearning habits by their culture structure, characteristics among group of women, data gathering ,data final recommendation, and researcher's personal perception,and etc.