本研究根據相關理論，編擬一系列兒童正向情緒課程，進行正向情緒教學應 用於國小學童學習活動之研究。研究對象是小學一年級學童，研究對象共54人， 採準實驗研究之不等組前後測設計，實驗組進行一學期融入自信、知足、感恩的 正向情緒教育課程；對照組進行一般課程，採用自編量表、觀察、問卷、訪談、 文件蒐集等多元方式蒐集資料。研究結果發現：首先，正向情緒教學之感恩與知 足課程對於學童正向情緒具有學習效果。其次，正向情緒教學之自信課程能引發 學童欣賞他人及自我肯定。第三，正向情緒教學之知足課程能引發學童心靈滿足 勝於物質享受。第四，正向情緒教學之感恩課程能引發學童面對逆境而正向思 考。最後根據研究結果，提出結論及相關建議。

The purposes of this study were to design the positive emotion education curricula and to understand their effects. For these purposes, the subjects of this study were two classes of the first-grade students from an elementary school. 54 students were taken as subjects. This study was conducted by a quasi-experimental design using the pretest-posttest unequal groups. The experimental group received positive emotion education courses while the control group education received story-telling programs. Several methods were used in this study, including observation, inventory, interview, and documents analysis. The results were summarized as follows: 1. The programs of “gratitude” and “contentment” could elevate children’s positive emotion, which is perceived through the post-test subscale scores. 2. The program of “confidence” could motivate children to develop self-esteem. 3. The program of “contentment” could motivate children to develop spiritual growth. 4. The program of “gratitude” could motivate children to develop positive thinking. Finally, the researchers made conclusions and recommendations based on their findings.