正向教育在國際各國間的實施已是一大主流，而臺灣在正向教育的推動也漸漸踏上正軌，本論文研究主旨在探究國民小學教師知覺正向教育之重要性，以及於班級中實踐正向教育之現況，並針對IPA分析結果與現場教師做訪談，以瞭解在教學現場中有哪些成功的經驗或所遇的困難，以此提供學校與教師實質有用的建議。
本研究利用網路google表單問卷做量化調查，獲得有效問卷405份。針對不同背景變項（性別、學歷、教學年資、擔任職務、學校區域、學校規模）教師對正向教育六層面（正向情緒、正向投入、正向意義、正向關係、正向成就、正向健康）之重要性、實踐現況作差異分析，並以IPA分析法繪製出各層面及題目之「重要-現況」矩陣圖，探討國民小學班級正向教育重要性、實踐現況，分析國民小學教師實施正向教育的異同以及關聯。
根據研究結果，研究者將本論文結論歸納分析所獲得之結論如下幾點：
壹、國民小學教師對正向教育之重要性為高度重視。
貳、國民小學教師對正向教育之實踐現況為中高度表現。
參、不同職務教師與不同學校規模教師對正向教育之重要性有顯著差異。
肆、不同年資教師與不同職務教師以及不同區域教師對正向教育之實踐有顯著差異。
本論文研究利用以上幾點為基礎，將內容統整出結論，並提供以下幾點給國民小學與教師作為正向教育之參考建議：
壹、師培學校加強正向教育的推動，協助未來教師擁有實踐正向教育的能力。
貳、學校落實校園正向教育，訂定教師實踐正向情緒相關辦法。
參、辦理正向健康相關研習，強化教師實踐正向健康的能力。
肆、善用本研究之正向教育問卷，以評估學校或班級實踐狀況。

The implementation of positive education in countries has become a major mainstream, and the promotion of positive education in Taiwan is gradually getting on the right track. Practice the current situation of positive education, and conduct interviews with on-site teachers based on the results of IPA analysis to realize what successful experiences or dilemma encountered in the teaching field, so as to provide practical and beneficial suggestions for schools and teachers.
In this study, a quantitative survey was carried out using a web form questionnaire, and 405 valid questionnaires were obtained. According to different background variables (gender, education, teaching experience, school area, school size), teachers have six levels of positive education (positive emotion, positive engagement, positive meaning, positive relationship, positive achievement, positive health) and the current state of practice to make a difference analysis, apply the IPA analysis method to draw an "important-current situation" matrix diagram for each variables, to discuss the importance of positive education in elementary school classes, the current state of practice, and to analyze the implementation of positive education by teachers in elementary schools.
The main results of research are as follows:
1. Elementary school teachers attach great importance to the positive education.
2. The practice of positive education by elementary school teachers is medium to high performance.
3. There are significant differences in the importance of positive education for teachers with different positions and sizes of schools.
4. There are significant differences in the practice of positive education among teachers of different seniority and positions, as well as teachers in different regions.
Based on the above points, this study researches the content and draws conclusions, and provides the following points for reference and suggestions for elementary school and educator as positive education:
1. Teacher training schools strengthen the promotion of positive education and help future teachers have the ability to practice positive education.
2. The educational institution implements positive education on campus and formulates relevant measures for teachers to practice positive emotions.
3. Elementary school participate in and hold positive health-related workshops to strengthen teachers’ ability to practice positive health.
4. Make good use of the positive education questionnaire of this study to evaluate the practice status of schools or classes.

第一章　緒論 1
第一節　研究背景與動機 1
第二節　研究目的與研究問題 3
第三節　名詞釋義 5
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 8
第一節　正向教育之意義 8
第二節　正向教育實踐的重要性 錯誤! 尚未定義書籤。
第三節　正向教育於教學現場之實踐應用 20
第三章　研究設計與實施 24
第一節　研究架構 24
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 39
第五節 資料處理與分析 39
第四章 研究結果分析與討論 42
第一節 國民小學班級正向教育重要性分析 42
第二節 國民小學班級正向教育實踐現況分析 57
第三節 以IPA比較國民小學班級正向教育重要性、實踐現況 71
第四節 針對IPA結果訪談現場教師之策略與困難 78
第五章 結論與建議 91
第一節 結論 91
第二節 建議 93
參考文獻 96
壹、 中文部分 96
貳、 西文部分 97
附錄 103
附錄一 國民小學班級正向教育正式問卷 103

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