本研究之主要目的有二： 1.以自信及同理心等正向情緒內涵建構適合大學生之情緒教育課程。2.以行動研究方式記錄學生教學前後的轉變，了解學生在情意教育中的學習歷程，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至善技術學院（化名）二技一年級學生，學生接受為期十六週，每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，經由學期末之課後評估問卷，發現 100%的學生均喜歡這樣的課程，並認為此一課程對心靈成長、學校生活適應有幫助，所有上課的學生會將上課所學應用到日常生活上，並期望下學期的班會能再參與類似的課程；教學策略方面，學生較喜愛之引導方式為同學分享相關經驗和感受、同學分組討論過程、老師講述繪本故事、影片欣賞四種方式，喜好度均在 90%以上，最後根據研究結果，提出結論與建議。

The study aimed to: (1) design an emotionally positive curriculum for new college students, (2) use qualitative method to analyse the interaction between teachers and students, and changes in the teaching process. The subjects were college students. They were incorporated into the compassionate education through advisor time once every week for a period of sixteen weeks. Qualitative data collection included observations, questionnaires, interviews, records and audio-taping. Findings showed that 100% of the participants liked the curriculum and agreed that it was helpful for spiritual growth and adaptation to life, and would apply their experience to daily life and hoped to continue with the same curriculum. In conclusion, the results supported the emotionally positive affective curriculum, and also offered instructional strategies and discussions for future studies.