自我探索在生命教育中極其重要，本研究透過三大項十五階段的曼陀羅教學法，發展出特殊的教學體驗，使具生命教育之學習意義，有效引導學生進行生命探索。本研究以一門藝術通識課程為例，研究對象共計87位，經由榮格心理學、藝術心理學等各面向，探討曼陀羅創作與自我之關聯性。為提升研究信效度，採用學生創作歷程、教學評量問卷、學習成效自評量表及教學成效問卷等進行質、量化分析。研究結果顯示，對於學生的自我學習、認識自我、表達溝通、傾聽與尊重、問題解決、創意思考等能力培養，均有顯著效益。因此，本研究能提供生命教育新的教學思維參考。

Self-exploration is extremely important in life education. Using the mandala teaching method comprised of three items and fifteen steps, this study developed a special teaching experience, with real meaning for life education, which can effectively guide students to perceive their lives and construct the self. This research uses a general education art course as its case study with 87 research subjects, applying Jung's psychological theories and psychology of art to explore the relationship between mandala drawing and the students’ concept of self. To enhance the reliability and validity of this study, we used the students' creative processes, assessment questionnaires of teaching at the university, a self-rating scale for learning effectiveness, and a teaching effectiveness questionnaire to conduct qualitative and quantitative analysis. The results show that students have significant benefits in self-learning,self-exploration, communication and presentation, listening and respect, problem solving, and creative thinking. Therefore, this study provides a reference for new thinking regarding the teaching of life education in general education.