本研究旨在呈現生命教育對國小低年級學童心智習性及教師專業成長影響的過程。研究目的如下： 一、瞭解與探索教師如何以生命教育介入國小低年級學童學校生活的歷程。二、闡述生命教育對國小低年級學童心智習性的建立或轉化過程。三、論述生命教育實施的歷程，對教師在專業及個人精神素養上的影響。 研究結論如下：一、融入式生命教育的理念與經營（一）親師合作：邀請關心的家長共同進入班級，為生命教育提供一股助力。（二）課程融入：以多樣和豐富的教學資源、教材與教法，適切地引入課程。 （三）繪本教學：隱喻式的故事內容避開教條化的宣導，感動和柔軟了學生的心靈，並進而在行為上有所轉變。二、教師的專業成長（一）對生命教育的認識：明白生命教育的內涵有六大重心；生命教育可以「內涵式」的形式融入各學科、各領域進行，在課程實施和規劃上，是屬於「補強」方面的；生命教育有六大取向，T老師在班上推行的生命教育， 較屬於「倫理教育」取向的生命教育。（二）教師個人的省察：「針對學生的部分」和「針對老師的部分」。三、生命教育對學童心智習性的潛移默化（一）低年級學生的心智習性是建立和轉化同時並兼、來回交互地作用著的。（二）低年級學生發展較為明顯的新制習性共有八項。「控制衝動」與「堅持」；用各種感官察覺」與「保持好奇和讚嘆之心」；「敞開心胸不斷學習」與「創造、想像、創新」；「反省思考（後設認知）」以及「能共同協力思考」。 This study was to investigate the habits of mind of lower grade pupils in elementary school and the teacher’s specialized growth which were transformed in life education. The purposes of this study were as followed.1. To understand and explore the way how do the teacher intervene in the school lives of the lower grade pupils in elementary school by life education.2. To explain the process of construction or transformation of the habits of mind of lower grade pupils in elementary school3. To discuss what the impacts on the teacher’s specialized growth and personal spirit were in life education implementing-process. The conclusions were as followed.First, the integrated philosophy of life education and management1. Parent-teacher cooperation: the invitation of the common concern of parents into the class, in order to provide a power of life education.2. Curriculum integration: bring in multiple and abundant teaching resources, materials and methods.3. Picture book teaching: metaphorical story could touch and soften the spirits of children and also change their behaviors. Second, the teacher’s specialized growth. 1. The understanding in life education: there are six major focus on the meaning of life education to understand; life education can be, ＂the connotation of＂ type of form into the various subjects in various fields, and in curriculum implementation and planning, is one of ＂reinforcement＂ of; life on six-oriented education, T teacher introduced the class to life in education--an ＂ethical education＂ life-oriented education. 2. The self-introspection of teacher: ＂for the part of students＂ and ＂for the part of the teacher.＂ Third, the imperceptible influence of life education on the habits of mind of lower grade pupils in elementary school.1. The habits of mind of lower grade pupils in elementary school are established and transformed at the same time and interacted repeatedly.2. The creation and transformation of the habits of mind of lower grade pupils in elementary school are a total of eight items: ＂ managing impulsivity＂ and ＂ persisting ＂;＂gathering data through all sense＂ and＂ responding with wonderment and awe ＂;＂ remaining open to continuous learning＂ and＂ creating、imagining、innovating ＂;＂ thinking about thinking（metacognition ＂and ＂ thinking interdependently＂.
