近些年来伴随互联网教育快速发展和教育现代化进程不断加速，21世纪的学习正呈现深刻的变化。作为社会建设中坚力量的成人学习者，互联网技术工具为其践行终身学习理念提供了新的途径，以互联网环境为依托的非正式学习的终身学习态势正在形成。无论从国家政策还是从个人实践发展来看，成人学习者面向终身学习发展的互联网学习开展成为必要趋势，而终身学习素养和网络学习能力一直以来都是培养终身学习者和网络学习者所关注的话题；当前学习型社会环境下，学习者网络学习素养的发展水平影响个体学习开展及发展水平，学习者网络学习核心素养培养成为推动实践的关键着力点。成熟用来形容事物发展到完备的状态，针对个体面向终身学习的网络学习核心素养的发展程度，本研究提出互联网学习者成熟度的概念，用其表征个体网络学习核心能力的发展程度。因此，本研究拟解决以下三个问题：1.互联网学习者成熟度定义和内涵界定；2.成人互联网学习者成熟度的评价维度构成及评价工具开发；3.以当代继续教育学院为代表的成人互联网学习者成熟度层次水平调查。

首先，本研究从互联网学习者成熟度提出的背景出发，将互联网学习者成熟度定义为学习者适应互联网环境、进行终身学习的心理特征发展程度。其次，考虑到成人自我导向学习对于互联网环境非正式学习和终身学习的支撑作用，本研究结合专家意见构建了成人互联网学习者成熟度主要维度：终身学习理念、学习动机、学习调控力和信息技术能力四个维度，并参考国际已有量表，结合实践测评需要编制了成人互联网学习者成熟度评价工具(IALM量表)。之后，本研究依托《2019年中国互联网学习白皮书》项目共收集参加国家开放大学继续教育的成人学习者的有效样本3181个，将整体样本随机分成两部分，分别运用EFA与CFA探索和验证量表的结构；经修订后最终形成了包含4个维度20个项目的成人互联网学习者成熟度评价量表，通过对相关指标的分析，验证了量表的信度和效度；四个潜在变量对高阶潜在变量成人互联网学习者成熟度均具有较高的解释力。最后本研究对被试的互联网学习者成熟度发展水平进行了分析。结果表明，55.33%被试的互联网成熟度水平处于较好水平以上；成人学习者在终身学习理念的表现水平显著高于信息技术能力、学习调控力、学习动机三个维度的得分；成人学习者的职业、学习水平影响其个体互联网学习者成熟度表现水平；通过聚类分析获得在成熟度发展水平显著不同的待发展型、潜力型、胜任型、优越型四类群体，验证了论文研究测量工具的有效性和面向实践优化提升的价值。

With the rapid development of Internet Education and the continuous promotion of educational modernization, the development of learning in the 21st century is undergoing profound changes. Adult learners are as the backbone of social construction, Internet technology tools provide a new way for them to practice the concept of lifelong learning, which is forming a lifelong learning situation of informal learning based on the Internet environment. No matter from the perspective of national policy or personal practice development, adult learners' Internet learning for the development of lifelong learning has become a necessary trend, and lifelong learning literacy and online learning ability have always been the hot topics of concern for lifelong learners and online learners. In the current learning society, the development level of learners' online learning literacy affects individuals Learning development, the core literacy training of learners' online learning has become the key point to promote practice. Maturity was used to describe the development of things to a complete state. And aiming at the development level of the core literacy of online learning for lifelong learning, this study puts forward the concept of maturity of Internet learners, which is used to represent the development level of individual core competence of online learning. So this study aims to solve the following problems: (1). The definition and connotation of Internet learner maturity; (2). The evaluation dimension of Internet adult learners' maturity and the development of measuring instrument; (3). The current situation of Internet adult learners' maturity based on the survey.

First of all, based on the background of Internet learners' maturity, this study defined Internet learners' maturity as the development degree of learners' psychological characteristics to adapt to the Internet environment and conduct lifelong learning. Secondly, considering the supporting role of adult self-directed learning for informal learning and lifelong learning in the Internet environment, this study constructed four dimensions of adult Internet learners' maturity: lifelong learning concept, learning motivation, learning regulation and information technology ability, and developed the evaluation tool according to the existing international scales. Thirdly, the study collected data through the project of "China Internet Learning White Paper 2019". The objects of investigation were adult learners who participate in the continuing education of Open University of China. A total of 3181 valid samples were collected. In the data analysis stage, the data were randomly divided into two parts (N1 = 1597, N2 = 1584), and used the two independent samples to explore EFA and CFA, and verified the evaluation dimension and scale structure. After the revision, the adult Internet learners' maturity evaluation scale with four dimensions and twenty items was finally formed. Through the analysis of relevant indicators, the reliability and validity of the scale was verified, the four potential variables have a high explanatory power to the high-level potential variables Internet adult learners' maturity. Finally, the study analyzed the data of Internet learners' maturity. The results showed that 55.33% of the subjects' Internet maturity level was above a good level; After the LSD post hoc comparison, it was found that: lifelong learning conception > information technology ability > learning regulatory power > learning motivation. And there were differences in the maturity level of adult learners with different education background and different occupations. Through cluster analysis, four groups of developing, potential, competent and superior groups with significantly different levels of maturity were obtained, which verified the effectiveness of the research measurement tools and the value of practice oriented optimization.