本研究為一項以「繪本教學」為主要媒介，融入 CDIO（構思、設計、 實施、操作）教學模式之生命教育課程行動研究，旨在探討該教學模式於 成人教育場域之可行性與學習成效。研究對象為 35 位具有一貫道宗教組 織背景及 3-15 年教學實務經驗之成人學習者，多具有兒童經典導讀與身心 靈課程講授經驗。課程設計以生命教育繪本為核心材料，圍繞哲學思考、 人學探索、終極關懷、價值思辨與靈性修養五大核心主題，透過 CDIO 模 式引導學習者進行核心主題探索、教案設計與教學實作。研究方法採 PDCA行動研究循環（Plan–Do–Check–Act）執行教學規劃、課堂活動、反思修正與歷程調整；資料蒐集則包含課堂觀察、問卷與反饋書寫、教案成果、模擬教學紀錄以及第三方「生命教育繪本講師認證」評量資料，並以主題分析與三角檢證進行分析。研究結果顯示，繪本作為生命教育議題之媒介能有效提升學習者參與動機與教學實作能力；CDIO 導向的教學流程可促進學習者在議題覺察、生命反思、教案設計、教學自信與教學轉化能力上的整合表現。所有學習者皆順利通過第三方認證，顯示本研究模式具可行性與成效。本研究證實 CDIO 教學模式於成人教育中具有跨域應用潛能，亦為生命教育課程設計與通識教育提供具體實務參考。

This study conducts an action research project that integrates picture-book pedagogy into a life education curriculum guided by the CDIO (Conceive–Design–Implement–Operate) instructional framework. The purpose is to examine the feasibility and learning effectiveness of applying the CDIO model within adult education settings. Participants consisted of 35 adult learners affiliated with the I-Kuan Tao religious organization, each possessing 3 to 15 years of teaching experience, particularly in children’s classic reading instruction and mind–body–spirit education. The curriculum adopted picture books as the core instructional materials and centered on five thematic domains of life education—philosophical thinking, humanistic inquiry, ultimate concern, value reasoning, and spiritual cultivation. Learners engaged in thematic exploration, lesson-plan design, and teaching implementation through the CDIO process. Employing the PDCA (Plan–Do–Check–Act) cycle, this action research systematically executed instructional planning, classroom activities, reflective revision, and iterative course adjustments. Data sources included classroom observations, questionnaires and written reflections, lesson-plan outputs,simulated teaching records, and assessments from an external “Life Education Picture-Book Instructor Certification.” The data were analyzed using thematic analysis supported by triangulation. Findings indicate that picture books serve as an effective medium for engaging adult learners in life education topics, enhancing both learning motivation and instructional performance. The CDIO-oriented teaching sequence facilitated integrated development in learners’ issue awareness, life reflection, lesson-design ability, teaching confidence, and pedagogical transformation. All participants successfully passed the third-party certification, demonstrating the feasibility and effectiveness of the instructional model. This study confirms the cross-disciplinary applicability of the CDIO framework within adult education and offers concrete pedagogical insights for curriculum design in life education and general education.

生命教育；成人學習者；繪本教學；CDIO；PDCA

life education;adult education;picture book instruction; CDIO; PDCA