生命教育是全人教育，是尊重人與自己、人與人、人與環境的課程與教學，兼具廣度與深度。然而，目前學校教師所進行的生命教育之課程設計流於膚淺，教學未能深入，以致成效難定。
本研究所描述的是一位國小教師以自我研究的方法，透過自我檢視與反思，將教師私人經驗納入生命教育的課程設計，克服教學困境，幫助學生對自己、他人和情境具有高度覺知。
研究結果發現，將自我研究納入生命教育中，能促成有效教學，包括一、有助提升教師專業知能，也影響學生願意自我接納和自我修正；二、能促成教室裡豐富的對話，有助學生自我觀察，形成生活態度的轉變；三、有助教師重新理解與認同教育工作，促進師生間的信任與歸屬感。

Life education is a kind of curriculum and instructions that relate to respect for self, others and environment, which include both scope and deepness. However, the designs of curriculum and instructions of life education in school incline towards superficial, thus the effects have not been very successful.
In this work, the researcher was at the same time an elementary teacher who deliberated curriculum problems and facilitated life education by self-examination and self-reflection in self-study.
Clearly, using self-study on developing curriculum and instructions of life education had a positive effect. The results were summarized in three points: (1) It improved the professional knowledge and abilities of school teachers, and affected students so that they were willing to be self-acceptance and self-correcting; (2) It improved abundant dialogues in classroom, and helped students to transform their manner by self-observation; (3) It helped teachers to re-understand and re-identify pedagogy, and confirmed the truth between teachers and students.