本研究之主要目的有二：(1)以樂觀和正向意義內涵建構適合大學生之情意教育課程；(2)以行動研究方式記錄學生教學前後樂觀和正向意義方面的轉變、了解師生互動情形、學生在情意教育中的學習歷程、迷思概念以及研究者參與此一行動研究的省思。本研究之研究對象為技術學院二技一年級學生，學生接受為期五個月，每雙週一次融入情意教育之班會導師時間，採用觀察、問卷、訪談、文件蒐集、錄音等多元方式蒐集資料，記錄師生互動的歷程，分析學生的迷思概念，並將學生學習之歷程，分為「自我涉入」、「自我覺察」、「認知評估」、「實踐力行」階段，根據研究結果，提出結論與建議。

This study aims to (1)design a college curriculum based on optimism and positive thinking,and (2) use action research method to collect data on optimism and positive thinking before and after the curriculum, the interaction between teachers and students, students learning experience,
misconceptions and the researchers’ reflections on their involvement in this action research.Subjects were first year technical institution students. They were incorporated into the compassionate education through advisor time once every even week for a period of five months.Data collection included observations, questionnaires, interviews, document records and audio-taping. Teacher-student interactions were recorded, and students’ misconceptions were analyzed. The students’ learning process was divided into four stages: self-involvement,self-awareness, cognitive assessment, and practical application. The results are discussed and
suggestions made for future studies.