本研究旨在瞭解兒童參與社區兒童讀經班後，對其品德體驗的情況，並探討兒童讀經學習投入與品德體驗之關係。本研究採用問卷調查法進行，研究對象為小四至小六學生，獲得有效樣本511份。資料分析使用描述統計、獨立樣本t檢定、Pearson積差相關與多元迴歸。研究結果：（1）曾參與讀經班的兒童，在真誠關懷、寬恕他人、感恩和服務與付出等四項品德體驗上，優於未曾參與讀經班的兒童。（2）參與讀經班的兒童「認知投入」與「服務與付出」相關最高，「行為投入」與「同理心」相關最低，「尋求寬恕」和「感恩」無顯著相關。（3）兒童讀經學習投入對同理心、真誠關懷、寬恕他人和服務與付出等品格表現有顯著預測力。最後根據研究結果提出對於推廣讀經教育和未來相關研究建議。

The purposes of this study were to understand of community children’s classical reading programs on children's experiential of virtue, and to explore the correlations between the children’s learning engagements in classical reading programs and their experiential of virtue. This study was conducted by questionnaire, the research participants were students of fourth to sixth graders in elementary schools. Through convenient sampling method, a total of 511 valid questionnaires were collected. The collected data was analyzed by descriptive statistics, t-test, Pearson correlation, and multiple regression analysis. And the findings are summarized as follows: (1) Children who had participated in community children’s classical reading programs performed better in the domains of genuine care, forgiveness of others, gratitude, and service than those who had not participated in such programs. (2) Children who had participated in community children’s classical reading programs had the highest correlation between “cognitive engagement” and “service and giving”, had the highest correlation between “behavioral engagement” and “empathy”, had no significant correlation “seeking forgiveness” and “gratefulness”. (3) The children’s learning inputs in classical reading programs was predictive for the character performance of empathy, genuine care, forgiveness of others, and service. Based on the results, discussion and suggestions for promotion of children’s classical reading education and future related research.