本研究是以樂齡學習示範中心應用McClusky需求幅度理論為基礎規劃課程，以活躍老化觀點為教育目標的專業高齡教育，採用觀察及訪談法進行研究，探討高齡者參與樂齡特色課程之學習歷程與成效。研究結果主要包括：一、高齡者學習活動現況與策略：分析機構經營者之課程規劃、講師之教學設計，教育目標為促進高齡者健康、尊嚴及自我實現，課程內容須與生活世界連結，協助解決生活問題；二、學習歷程：學員參與學習前需求、學習時之覺察及學習後之改變等，分別為「選擇」、「最適化」與「補償」三個階段；三、學習成效：學員增能賦權、身心健康、貢獻服務、自我肯定，達到健康、尊嚴及自我實現教育目標。因此，專業樂齡課程能夠讓學習者成為一個充滿健康活力、獨立自主、積極參與社會的高齡者，即是達到有效能的「活躍老化」教育目標。

This study was based on the application of McClusky’s Margin Theory of Needs in basic course design for the elderly and adopted the view point of active aging as a key objective of professional elderly education. Research methods included observations and interviews to explore the learning process and the effectiveness of elderly participation in determining features of courses specifi cally designed for the elderly. The main results include: (1) the status of elderly learning activities and learning strategies, including analysis of: curriculum planning by managers, teaching design of the instructors, educational goals which were to promote the health, dignity and self-realization of the elderly, and linking the curriculum with helping elderly participants deal with everyday real-life problems and solutions; (2) the learning process: the needs before learning, the awareness during learning, and changes after learning specifically according to three phases “selection”, “application”, and “compensation”; (3) learning effectiveness, specifically elderly learners: obtaining empowerment, enhanced health and self-approval, providing a contribution, receiving services, and then reaching the educational goals of health, dignity and self-realization. In summary, specialized courses for the elderly allow older learners to become healthy, energetic, independent, active persons who are involved in the community, that is, to achieve the effective educational goals of active aging.