本研究旨在探討生命故事教學對國小學習障礙學生生命概念理解及人事智能表現之影響。研究對象為三位國小五年級學習障礙學生，研究方法採單一受試實驗設計中（single-subject experimental design）之撤回實驗設計（A-B-A'），以視覺分析及C 統計進行資料分析，另採用「人事智能量表」進行前後測，以了解生命故事教學前後人事智能總分及三向度（知己、知人及人我互動）的表現；在質化資料方面，針對開放式問答題及生命故事訪談大綱進行分析整理，以補充量化資料的不足。研究結果發現：1.生命故事教學能有效提昇國小學習障礙學生生命概念理解測驗的表現並具有維持的效果；2.生命故事教學能有效提昇國小學習障礙學生人事智能表現，尤以知人向度部分進步最顯著；3.國小學習障礙學生對生命故事教學接受度佳且反應良好。本研究依上述結論，提出對未來教育與研究的建議。

This research aimed to discuss the effects of life story teaching on the understanding of life concept and personal intelligence for students with learning disabilities in elementary school. The single subject experimental design of the withdrawal design method（ABA'） was employed in this study and the data were analyzed with visual analysis and Tryon's C statistic. Three students with learning disabilities in the fifth grade of elementary school were chosen and taught in the resource room. In quantitative research, researcher used the “life concept scale” as the researching tool, which the researcher designed. Personal intelligence scale is also employed in the research to compare the differences of personal intelligence before and after life story teaching. In qualitative research, researcher analyzed the answers of the opening questions and the life story teaching interview outline to get to know the change of life concept understanding and the acceptance and reactions of the life story teaching. The results of this study were concluded as follows：1.After the teaching of life story, the understanding of life concept for students with learning disabilities had significant improved and maintained as well.2. After the teaching of life story, the personal intelligence for students with learning disabilities had improved, especially the interpersonal intelligence.3. Students with learning disabilities showed high degree of acceptance to the teaching of life story.Finally, suggestions for teaching and further studies, based on the results were discussed in paper.