鑒於我國大學教育制度之劇烈變革，已從菁英教育進入普及教育，大學生的品格教育成為關注焦點。「關懷」為品格教育的核心之一，而「關懷自身」係所有「關懷」之基礎。因此，本研究旨在探討關懷自身的意義、向度、實踐途徑、及其與品格教育之關係，並建構提出「以關懷自身為核心的教學模式」，做為提升大學生品格教育之參考。本模式之要點為：以大學生能認識自己、做自己的主人、以及創造自身美好的生活為目標；關懷自身包含身體、精神、學習、工作/家庭、及休閒五大生活面向，可融入各科教學中；採身教、肯定勸勉、對話、形塑倫理環境、實踐體驗、自我節制、傾聽沉思、書寫、自我檢查等多項途徑來實踐；強調師生共同投入與參與，是一彈性動態的歷程。

The cultivation of undergraduates’ characters becomes an important issue because the higher education in Taiwan is changing from elite to mass education. An essential component of character education is “caring”, and caring-for-self is the origin of the other types of “caring.” The purposes of this study are to investigate the meaning, dimension, practical approach of caring-for-self, and the relationship between caring-for-self and character education. This study also constructs a caring-for-self instruction model to promote undergraduates’ characters. The contents of this model are summarized as follows: The goals of this model are to understand self, be a master of self, and create a well-being life. 1. Caring-for-self merged into instruction consists of five daily-life dimensions, physical, spiritual, learning, working/family, and recreating. 2. The approaches of the teaching model contain modeling, confirming/exhorting, dialoguing, forming ethical environment, practicing/experiencing, abstaining, listening/meditating, writing, and self-examining. 3. The participation of instructors and students is emphasized, and the instruction model is a flexible and dynamic process.