學習感恩，留住幸福的青鳥－感恩教育推行策略

感恩是一切善行美德的泉源，具有普世價值；正向心理學家證實感恩是個人心靈超越的特質，是快樂與否的重要元素；而國小階段，6-12歲的學齡兒童，恰是人格最佳型塑期，透過感恩課程的學習，讓學生涵養感恩的修為，適足以醫治溺愛症候群，獲得快樂幸福的關鍵密碼，值得探究推行。本文從哲學文化、宗教、正向心理學等不同背景，探討感恩意涵；其次從道德情感觀點、認知情緒理論、拓展建構理論分析其學說基礎，並進一步確認感恩的價值後，提出國小感恩教育的可行策略，以為教育工作者參考使用。

關鍵字

感恩；幸福；正向心理學

並列摘要

Gratitude is the source of all the virtues and contains universal value. Recent studies in positive psychology has proved that gratitude is not only a personal mental quality, but also an important element of being happy. Gratitude is best to be shape for children at the age of 6-12-yearsold, especially through learning gratitude courses. Researches also confirm that acquiring the feeling of gratitude can heal common characters of being spoiled among children of this period of time. The healing is certainly an assurance for them to live later on in their life in well-being. Hence, learning gratitude is a worthwhile practice in one's life. This paper discusses the meaning of gratitude from many points of view including philosophy, culture, religion, and psychology in order to reach a distinct view. Then the paper will further take ideas from theories of moral emotion, cognitive emotion, and the broaden-and-build theory to expand the construction of the idea of gratitude. After confirming values of gratitude, it suggests some methods to exercise gratitude in daily life which is referred to by educators in their teachings.