本研究採行動研究法，以靜思語教學做為提升學生個人責任感的方案，探討教師以靜思語教學提升學生個人責任感的實施成效、歷程中遭遇的困境與因應之道及教師在教學中的省思與成長。本研究針對青春國小五年級天使班(化名)的學生，進行六週三階段的靜思語教學，教導學生從責任感的認知層面進入實踐層面，透過觀察、訪談、文件分析與記錄省思札記，蒐集相關資料。研究發現：靜思語教學能確實提升學生個人責任感的認知程度和實踐程度；家長的支持與配合有助於提升靜思語教學的實施成效；以靜思語教學為主的品格教育尚存宗教疑慮，有賴教師與家長進行充分溝通；本行動研究歷程，有助於提升教師課程設計與教學實踐之專業成長。

The purpose of this study was to explore the effects, problems and solutions of using Jing-Si Aphorisms teaching as an action program to improve personal responsibility of the elementary school students. The introspection and growth of the teacher in aphorism teaching process were also discussed.The subjects were the fifth-grade students of angel class (a pseudonym) who attended six-week aphorisms teaching. There are three stages to teach students the cognition and practice of responsibility. The data collected from observation, interview, document analysis, and reflective journal were analyzed to understand the changes in students’ cognition and performance of responsibility.The findings of the study were as following: 1. Jing-Si Aphorisms teaching actually improved the cognition of students’ personal responsibility; 2. Jing-Si Aphorisms teaching helped the practice of students’ personal responsibility; 3. the support and cooperation of parents helped to promote the effects of aphorisms teaching; 4. religious concerns existed in aphorisms teaching, and the communication between teachers and parents was needed; 5. this action research helped the teacher’s professional growth in curriculum designing and teaching practice.