Abstract
Based on Transformative Learning theory, the purpose of this thesis is to explore how Chinese adults drop out of the traditional frame. And what’s the transformative learning process of learning new perspectives in Taiwan. This study is qualitative approach, 11 participants (5 males and 6 females) were interviewed for approximately 2-3 hours several times to report their own experiences of meaning scheme-transformation in the process. Analysis of their narrative data indicated that five stages of meaning scheme transformative learning could be identified and labeled as：〝Follow the tradition〞, 〝Separate new from old〞, 〝Turn over a new leaf〞, 〝Both old and new〞, 〝Multiple amalgamation〞. Meanwhile, actions or events will change by different stages: 1.〝Contact new knowledge〞 is between 〝Follow the tradition〞 and 〝Separate new from old〞; 2.〝A disorienting dilemma〞 is between 〝Separate new from old〞 and 〝Turn over a new leaf〞 ;3.〝Rampage〞 is between 〝Turn over a new leaf〞 and 〝Both old and new〞;4. 〝Repositioning〞 is between 〝Both old and new〞and〝Multiple amalgamation〞. The conclusion of study shows：Chinese in the transformative learning’s process of drop out traditional frame, their meaning scheme will change. Originally, they only follow the traditional frame and then learning and change step by step. In adapting to the external environment and internal environment, people can face the situation or problem to be solved; resilient and flexible use new and old perspectives, made creative thinking and action, shape and mix the traditionality and modernity in their meaning scheme. Finally, this study presents recommendations for the community, education-related institutions and future researchers.