教育是一種「使人如何而可能成爲成熟的人的過程」。所謂「成熟的人」,就是恰如其分地與自身及自身之外的現實發生關係的能力,而這些現實包括社會、文化與大自然(吳榮鎮,2000)。故而,從「人」出發,品德教育一向爲學校教育的重要內涵。我國國民教育的基本目標之一,即是在於培養出健全的國民,而一個好國民所應該要具備的德性,實際上也就是要從國民學校的道德教育當中著手,思考學生所應具備的德性(但昭偉,2002)。「正向心理學」爲Seligman等人所提出的觀點,相對於以往病理學的觀點,強調發展人類的潛能長處,尋找生命中的快樂與意義,不再專注心理疾病的治療與輔導,而是提昇個體的快樂與幸福去迎接人生的每一次挑戰,減少憂鬱症……等心理疾病的發生。正向心理有助於生理健康的提升、智慧的擴展、人際關係的建立及復原力的發展,透過爲個體建立生理、心理及社會的資源以因應人生接踵而至的挑戰。本文首先將簡述品德教育的意義、目的及內涵,其次,說明正向心理學的意義、目的及內涵,最後,提出正向心理學對幼兒品德教育的啟示。
The thesis was to explore the application of positive psychology in childhood character education. Education is kind of process of making it possible to let people become mature. Positive psychology is a new branch of psychology which focuses on the empirical study of such things as positive emotions, strengths-based character, and healthy institutions. Relative researches have demonstrated that it is possible to be happier-to feel more satisfied, to be more engaged with life, find more meaning, have higher hopes, and probably even laugh and smile more, regardless of one's circumstances. Positive psychology interventions can also lastingly decrease depression symptoms. Finally, the suggestions of the thesis provided educators with implements to practice character education and to take advantage of them as reference for further studies.