本研究旨在探討將「美國MindUP Program」實施於台灣國小二年級學童中，對學生情緒管理能力及其他方面的幫助，以及研究者在整個實施過程中的教學省思及成長，最後根據行動研究的結果，提供在教學現場的教師教學實務之參考。

本研究以研究者任教的國小二年級班級28名學生中的8名情緒不穩學生為研究對象，採用行動研究法，由研究者根據美國MindUP Program修改設計並實施課程方案，共十個小單元，歷時十週，運用科任教師及學生訪談記錄、教學時的錄影、教室或活動觀察記錄、學生文件記錄、教學者省思札記，進行資料的蒐集與分析。本研究主要結論如下:

一、MindUP課程可以實施於台灣國小二年級的彈性課程中，唯教師在教材、教具、場地、時間的準備及分配上須多費心。
二、教師對課程及活動的內容要確實了解並熟練且多充實相關知識。
三、MindUP課程的實施，對國小二年級學童的情緒管理能力有幫助。
四、MindUP課程的實施，對國小二年級學童的非情緒管理方面也有許多幫助，如: 學生進入課程的狀態變快變好、上課中收心的速度變快、秩序變好、專注力提高……等。
五、教師要堅持並養成正念習慣，且可持續正念教學並運用正念技巧。

最後，研究者基於上述研究結果，提出具體建議，以作為教學者及未來研究者之參考。

The purpose of this study is to explore how the implementation of the "American MindUP Program" in Taiwan's second grade primary school students can help students with emotional management and other aspects,as well as teaching reflection and growth of researchers throughout the implementation process. Finally, based on the results of action research, it provides a reference for teachers' teaching practice at the teaching site.

This study focused on eight of the 28 students in the second grade of the elementary school who were taught by the researchers. Adopting the action research method, the researchers modify the design and implementation of the curriculum plan according to the US MindUP Program. It consisted of ten small units and lasted ten weeks. Collect and analyze data using interview records of subject teachers and students, video recordings of teaching, classroom or activity observation records, student file records, and teacher's reflections. The main conclusions of this study are as follows:

1. The MindUP course can be implemented in the second-year flexible curriculum of the Taiwan Elementary School. Only teachers need to worry about the preparation and distribution of teaching materials, teaching aids, venues, and time.
2. Teachers must understand and be proficient in the content of courses and activities and enrich more relevant knowledge.
3. The implementation of the MindUP curriculum is helpful to the emotional management of second grade primary school students.
4. The implementation of the MindUP curriculum is also helpful for the non-emotional management of second grade primary school students, such as: students entering the course become faster and better, the speed of getting closer in class, the order is getting better, the concentration is improving, etc.
5. Teachers should adhere to and develop mindfulness habits, and sustainable mindfulness teaching and use of mindfulness skills.

Finally, based on the above research results, the researchers put forward specific suggestions for the reference of educators and future researchers.

摘要
目錄
第一章 緒論………………………………………1
第二章 文獻探討…………………………….11
第三章 研究方法…………………………….65
第四章 教學歷程…………………………….87
第五章 研究結果討論與分析……….115
第六章 結論與建議………………………217
參考文獻………………………………………….225
附錄………………………………………………….231

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