本研究以嘉義縣樂齡學習示範中心為對象，活躍老化為理論觀點，旨在探討 樂齡學習示範中心特色課程sop規劃與實踐之歷程。研究目的有四：（一）瞭解 嘉義縣樂齡學習示範中心特色課程發展現況；（二）分析嘉義縣樂齡學習示範中 心發展活躍老化特色課程sop之規劃歷程；（三）瞭解學員參與嘉義縣樂齡學習 示範中心特色課程後的改變與增能；（四）根據研究結果提出建議。本研究採訪 談做為文本資料蒐集方式，並以整理一部分一整理詮釋循環進行内容分析，主要 結論有：（一）樂齡學習示範中心已發展出特色課程sop，主要包含：建立團隊、 課程規劃、招募學員、研習培訓、學習設計、經營實作及貢獻服務七個步驟；（二） 特色課程sop係根據學員學習需求與組織願景進行規劃，並以融入式教學方式， 將活躍老化理念融入課程設計。（三）參與活躍老化課程方面，女性學員多會鼓 勵伴侣一同參與，並在學習中學員瞭解活躍老化重要，樂於學習、更有自信。（四） 規劃團隊透過規劃與執行，提升活躍老化概念，更重視退休規劃。

The purposes of this study are to explore the SOP (explore standard operating procedure) planning and implementing of the existing specialized curriculum in the Senior Citizens Learning Center based on the Active Aging theory. Interview was used to collect the contextual texts, which were analyzed in a hermetic circle as “whole- part-whole”. The findings of the study are as follows: 1. Senior Citizens Learning Centers have already developed the SOP for the existing specialized curriculum. 2. The SOP of specialized curriculum in Senior Citizens Learning Centers includes seven steps: team building, curriculum planning, student recruitment, training program, study design, management implementation and contribution services. 3. Program planning is based on learners5 needs and vision of organization, integrating the concept of Active Aging into the curriculum design. The specialized curriculum could increase the students5 self-confidence, enhance their interpersonal interaction, and actively promote their services. These elderly students are expected to give feedbacks to the society and to achieve social participation through active aging.