在縮短數位落差目標的追求及國內老年人口比例快速增加之際，高齡者的資訊教育似乎應該受到相對的重視，然而目前文獻中卻缺乏對高齡資訊教育之相關研究。因此本研究試圖透過行動研究法，針對高齡學習者對於資訊教育學習課程進行探討，由研究者在實際授課過程中的參與，進行相關資訊的蒐集與學員學習績效之評估。基於人本主義的觀點，本研究經由「課程規劃」、「教學方式」及「關懷實踐」三項因素的操作，並依學習動機之回饋，逐步修正傳統資訊教育與人本主義教育觀念的模式，藉以探索影響高齡資訊教育學習成效的因素，同時提升高齡資訊教育的成效。在研究的過程中，我們發現適度的修正人本主義教育觀、加入教學關懷，可以有效提升學習動機與學習成效，並可增進學員之間的人際互動；同時在教學的進行中，我們也發現高齡學員除了追求學習成效之外，也追求學員之間人際的互動，進而達成充實老年生活的目的。 Because of reducing the Digital Divide and the amount of the senior citizen increasing fast, it seemed beneficial to pay more attention to the senior citizen's computer science education. However, we didn't find enough research for the senior citizen's computer science education. We tried to research the computer science education proceeding for senior citizen by action research, and we collected the information and estimated the learning effects by participating in the proceeding. We amended the traditional and humanism education method gradually by incorporating the factors (the curriculum planning, the teaching method, and the care practicing) and the feedback of learning motivation. The research result showed that it was suitable to amend the humanism education method, the increase of the care practicing would raise the learning motivation and results, and the interpersonal relationship among the students got better. It also showed that except for the learning results, the senior citizen aspired to get the interpersonal relationship better for the purpose of their life content.
