本研究以實徵方法探究老人識字教育學習者的特性，希望藉而提供教 育實際改進之建議與理論建構之觀點。研究包括843名參與機構識字課程學 習之在學者及輟學者。主要發現包括：老人的參與以內在動機居多，是否 因之得到文憑則不是很重要。識字教育是一種喚醒老人對自我、生活及學 習興趣的工具，增強其獨立感與對生活的控制感。生理與意向因素相互作 用阻礙老年人參與識字之學習。用「自我滿足的觀點」比較能夠解釋老人 識字的意涵。研究建議老人識字教育絕不能窄化到以識字為唯一的目的， 可就發展任務或人文的角度思考教育設計。建議補校制度彈性化，廣闢、 整合學習途徑與資源。未來研究可比較兩性參與識字教育心理、探究社會 刻板印象對不識字者烙印效應、發展老人識字測量工具、進行不(低)識字 老人需求評估，及未參與機構學習之不(低)識字老人學習特性的研究。

　　　　　The purpose of this study is to understand older learners' characteristics in literacy programs and provide suggestions for future improvement in practice as well as perspectvies to construct theory. This research includes 843 older learners, including both program participants and dropouts. Main findings are as follows: Most learners were motivated by their inner motivations, and it was not important whether they got the diplomas accordingly. Literacy education was a means to awaken learners' interest in self, life, and learning; it enhanced their independence as well as a sense of self- control. Physical and dispositional factors interacted with each other to interfere their learning. It is suggested that literacy education for older adults should not be narrowed to focus on reading and writing only; literacy education can be designed based on learners' developmental tasks and a humanist perspective. Also, it is suggested that make the design of current supplementary educational system flexible, enlarge and integrate learning approaches as well as resources. Recommendations for future research include: studies of gender differences in the participation of literacy programs, exploration of the stigma of illiteracy on illiterates, development of measurements to learn older adults literacy, estimation of older illiterates' needs, and studies of nonparticipants' characteristics.