面臨憂鬱症的年齡層逐漸下降，正向教育的推行是目前臺灣教育所必須實施的。本研究旨在建構正向教育的實踐策略，並藉由問卷瞭解目前國民小學正向教育實施現況。本研究方法利用焦點團體訪法及問卷調查法，研究對象為台灣地區公立國小行政人員。焦點團體訪談共經歷三次，建構正向教育各指標的實踐策略。問卷調查共發出537份，回收461份，整體回收率為85.84％；其中有效問卷為442份，無效問卷19份，可用率為95.87％。問卷回收後，分別以項目分析、描述性分析、獨立樣本t檢定以及單因子變異數分析等統計方式進行分析。根據研究結果，將結論分析歸納正向教育具體策略，包含六個層面、及五項策略模組和五十七項實踐策略；年資為21年以上、位處都市學校之行政人員對正向情緒知覺程度較高；部分不同背景變項之行政人員對正向教育策略有顯著差異。本研究依據結論建議教育行政機關檢視正向教育現況，以利培養正向教育知能；師資培育中心規劃正向教育系統性課程，培訓正向教育師資；學校妥善規劃正向教育研習，使教師增進教學知能；五項模組可供學校檢核，以利推動正向教育；鼓勵學生共同學習分享，提升正向關係層面；強化互動溝通管道，達成共互動共好；讓學生對未來充滿希望，提升人生意義與價值；強調規律運動重要性，提升正向健康層面。

The age group facing depression has gradually declined, and the implementation of positive education is currently necessary for Taiwan education. The purpose of this study is to construct a practical strategy for positive education, and to understand the current status of current implementation of elementary schools education through questionnaires. This research method utilizes the focus group visit method and the questionnaire survey method, and the research object is the public administrators of public countries in Taiwan. Focus group interviews have experienced three times and construct a practical strategy for positive education indicators. A total of 537 questionnaires were sent out and 461 were recovered. The overall recovery rate was 85.84%; among them, 442 were valid questionnaires and 19 were invalid questionnaires, and the availability rate was 95.87%. After the questionnaire was collected, it was analyzed by statistical analysis such as project analysis, descriptive analysis, independent sample t-test and single-factor variation analysis. According to the research results, the conclusion analysis is summarized into the specific strategy of positive education, including six levels, and five strategic modules and fifty-seven practical strategies; the administrative staff of the urban school with a seniority of twenty one years or more has positive emotions. The level of perception is high; some administrative personnel with different background variables have significant differences in positive education strategies. Based on the conclusions of this study, it is suggested that the educational administrative organs should review the current state of positive education in order to foster positive educational knowledge; The school properly plans positive education and study, so that teachers can enhance teaching knowledge; five modules can be used for school inspection to promote positive education; encourage students to learn and share together, enhance positive relationship; strengthen interactive communication channels and achieve total The interaction is good; the students are full of hope for the future, enhance the meaning and value of life; emphasize the importance of regular movement and enhance the positive health level.

第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 4
第三節 名詞釋義 4
第四節 研究方法與步驟 5
第五節 研究範圍與限制 6
第二章 文獻探討 9
第一節 正向教育之意涵 9
第二節 正向教育的發展趨勢 13
第三節 正向教育國際間實踐情形 17
第三章 研究設計與實施 23
第一節 研究架構 23
第二節 研究對象 24
第三節 研究工具 26
第四節 研究資料實施方式與步驟 38
第五節 資料處理與分析 39
第四章 研究結果分析與討論 41
第一節 國民小學正向教育實踐策略建構歷程 41
第二節 國民小學正向教育實踐策略之現況分析與討論 65
第三節 不同背景變項對國民小學正向教育實踐情形之差異 75
第五章 結論與建議 109
第一節 結論 109
第二節 建議 110
參考文獻 115
壹、中文部分 115
貳、外文部分 115
附錄 119
附錄一 正向教育實踐策略 119
附錄二 國民小學正向教育實踐策略之調查問卷 126

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