本研究的主要目的在探討生命教育融入國民小學社會學習領域之教學成效，及探討融入式生命教育,對於國民小學社會學習領域教學成效所造成之影響，綜合上述之研究結果提出具體結論與建議，提供相關單位及人士實施生命教育之教學工作者參考。 本研究採用準實驗研究法，以台中縣某國小五年學生共三班為研究對象，實驗組一、二分別接受為期十二週生命教育融入國民小學社會學習領域之教學；控制組實驗期間不予以實驗處理，依原有進度上課。研究工具以自行編訂之生命教育教學成效量表進行前測、後測及追蹤測驗，以了解經過實驗處理後對國民小學五年學生生命教育及社會學習領域之教學成效。 本研究獲得的結果為：以內含式及主題式將生命教育融入國民小學社會學習領域之教學，對整體生命教育之教學成效有立即性及延宕性影響，對學生在理念層面無立即性效果但有延宕性影響，而對學生在實踐層面無立即性也無延宕性影響。另外本研究亦發現將生命教育融入國民小學社會學習領域可能會降低社會學習領域之教學成效。 The main goals of this study are to explore the teaching effect of life education into Social Studies Learning Area at elementary schools. Further, we wish to examine the relationship between the content of life education and the teaching effect of Social Studies Learning Area in elementary schools. According to these results we can come up with conclusions and suggestions, and provide administrative organizations in charge of education a better understanding of life education and its implications for modern education. Our method included the pretest-posttest equivalent group design. The research subjects were three classes of grade five students from an elementary school in Taichung County. The experiment groups received twelve weeks of life education classes. The control group did not receive any life education classes, by primarily gradation. The research used Life Education Effect Scale（edited by researcher） to pretest, posttest and follow up test. With regard to teaching methods which can be theme-based or content-based teaching, we can argue that three were immediate and delayed effects from this study. Regarding the thinking of students, there were no immediate results but perhaps there are delayed effects. Regarding the practice of students, there were neither immediate nor delayed effects. Further, to discover life education into elementary schools maybe reduce the teaching effect of Social Studies Learning Area.
