人口老化現象已成為主要開發國家的重要社會議題。既有高齡研究多以健康狀態、功能能力與社會參與等指標為分析架構，雖有助於政策應用，然其中社會參與被轉化為可量化使老年生活被理解為一種狀態，而忽略了在具體情境中的運作與變化。本文從社會參與與高齡學習之視角出發，提出「參與－學習動態」分析觀點，將高齡者視為行動主體，並將社會參與與學習理解為在社會情境中作用的生成機制。本文理解高齡者透過參與與互動累積經驗，並在經驗轉化中學習，進而形塑主體能動性，進而提出以「過程」為核心的分析視角，補充既有以指標與結果導向的理解方式，而揭示會參與中，互動、經驗累積與學習轉化間之交互作用，以深入理解高齡者之主體能動性。

Population aging has become a major social issue in developed countries. Existing research on aging commonly adopts frameworks based on health status, functional capacity, and social participation. While these facilitate comparison and policy application, social participation is often operationalized as a measurable outcome, leading later life to be understood as a static condition and overlooking its dynamic processes in specific contexts. This study proposes the concept of a "participation-learning dynamic" as an analytical lens. Older adults are viewed as active agents, and participation and learning are understood as generative mechanisms operating within social contexts. The analysis demonstrates how interaction and accumulated experience are transformed into learning, shaping agency, and highlights a process-oriented perspective for understanding later life.