本研究旨在探討正念聆聽的意涵與特性、正念教育的意涵與探討的議題，以及培養具有正念聆聽素養學生的策略。為達成研究目的，本研究採用相關文獻的評析與訪談法，並獲得以下的結論：1.正念聆聽是以人為本的思維、態度與修為；2.正念聆聽是一統整意涵並具有多元特性；3.正念教育是融合「形而上」的教育理念與「形而下」具體教育作為；4.以正念教育推動正念聆聽是一可行的策略；5.以整合型計畫培養學生正念聆聽素養是可行策略，有待規劃。最後提出1.將正念教育培養學生正念聆聽素養視為德育的一部份；2.結合教育政策推動正念教育；3.以政策性為導向規劃整合型計畫，推動正念教育等建議。

This study aimed to explore the meaning and characteristics of mindfulness; the meaning and issues of mindful education, and the strategies of cultivating the competence of students’ mindful listening. The literature review and interview were adopted for achieving above purposes. The conclusions are as follows: 1. Mindful listening is the thinking, attitude and cultivating which is based on people; 2. Mindful listening possesses integrated meaning and multiple characteristics; 3. Mindful education combines “Meta-physical” education thought and “operative” education practice; 4. it’s a workable strategy through mindful education for mindful listening; 5. it’s a workable strategy through integrative project for cultivating students’ mindful listening, and it will be worthy to plan. Finally, this study proposes following suggestion: 1. Taking mindful education to cultivate students’ mindful listening competence as a part of moral education; 2. Combining educational policy for promoting mindful education; 3. Based on policy orientation for planning integrative project and promoting mindful education.