人口结构的改变使得老年终身学习与教育备受关注。代际学习作为终身学习的具体形式之一，时刻渗透在我们周围，但也并未因此而获得足够的实践重视和理论阐释。然而，后喻文化时代的到来使得教育与学习一改昔日单向传播的方式，更加注重学习之间的平等与交互，代际学习实践也因其双向互动性得到更多的关注。如果说人口老龄化的时代背景使得老年人保持终身学习成为必然选择，那么终身学习与“后喻文化”的理念则为老年代际学习创造了更多机会与可能。同时，与代际学习的实践现状相比，其理论研究相对较为匮乏。因此，本研究基于国内代际学习项目实践，尝试通过社会资本理论的视角，洞悉老年代际学习的生活实践图景，以此构建老年代际学习促进机制。
围绕研究问题，本研究首先进行了社会资本理论溯源，简述了其历史沿革及属性特征，参考皮特和戈莎尔（Nahapiet & Ghoshal）的社会资本维度划分，构建了结构、关系和认知三个核心维度的理论分析框架，并基于成人质变学习与情境学习，分析了社会资本理论与老年代际学习的适切性。其次，本研究采用质性研究范式，立足于本土实践，选取以城市为活动中心的G 项目和以乡镇为中心的L、Z 项目作为研究案例，通过访谈、实物收集和活动观察的方法进行研究资料的收集与分析。
研究发现，社会资本在老年代际学习经历中展现出重要价值，社会资本理论能有效解释老年代际学习的困境及成因：结构、关系以及认知维度社会资本动员不足分别解释了老年代际学习的机会、意愿和能力的缺乏。通过这三个维度，进一步阐释了老年代际学习的促进机理，并构建了老年代际学习的促进机制，包括结构维度——健全资源共享机制，完善行动主体网络配置；关系维度——完善行动引导机制，构建良性人际互动关系；认知维度——建立共识整合机制，提升全民终身学习能力。

The changing demographic structure has brought significant attention to lifelong learning and education among the elderly. As one concrete form of lifelong learning, intergenerational learning constantly permeates our surroundings, yet it has not received sufficient practical attention and theoretical exposition. However, the advent of the post-metaphorical culture has transformed education and learning from the previous unidirectional dissemination to a focus on equality and interaction among learners, garnering more attention for intergenerational learning practices due to their bidirectional interactivity. If the aging population makes lifelong learning a natural choice for the elderly, then the concept of lifelong learning and the “post-metaphorical culture” provide more opportunities and possibilities for intergenerational learning. Meanwhile, compared to the current state of intergenerational learning practice, its theoretical research is relatively scarce. Therefore, this study, based on domestic intergenerational learning project practices, attempts to insightfully depict the life practice panorama of intergenerational learning among the elderly from the perspective of social capital theory, aiming to construct mechanisms for promoting intergenerational learning among the elderly.
Regarding the research question, this study first traces the origins of social capital theory, briefly describing its historical evolution and attribute characteristics. Drawing on Nahapiet and Ghoshal's dimensions of social capital, the study constructed a theoretical analytical framework consisting of three core dimensions: structure, relationship, and cognition. Building upon adult transformative learning and situated learning, the study analyzed the appropriateness of social capital theory in the context of intergenerational learning among the elderly. Secondly, adopting a qualitative research paradigm, rooted in local practices, the study selects urban-centered Project G and township-centered Projects L and Z as research cases, conducting data collection and analysis through interviews, material collection, and activity observation.
The research findings reveal that social capital demonstrates significant value in the experiences of intergenerational learning among the elderly. Social capital theory effectively explains the dilemmas and causes of intergenerational learning: insufficient mobilization of structural, relational, and cognitive dimensions of social capital respectively account for the lack of opportunities, willingness, and ability in intergenerational learning among the elderly. Through these three dimensions, the mechanisms of promoting intergenerational learning among the elderly are further constructed: structural dimension - establishing a sound mechanism for resource sharing and improving the network configuration of action subjects. Relational dimension - perfecting the mechanism for action guidance and building a positive interpersonal interaction relationship. Cognitive dimension - establishing a mechanism for consensus integration and enhancing the lifelong learning capacity of the whole population.