當前臺灣學校正向教育的發展未臻成熟，尚有待改善之處；時有所聞的校園現象亦突顯「規範觀-紀律/規訓」的魔咒仍是當前首需面對的關鍵。
本研究之目的是藉由參考英國著名的正向教育學校─私立學校威靈頓公學（Wellington College）的典範教學課程建構，及透過國內外正向教育的相關文獻整合，以檢視臺灣學校教育的可能問題癥結─規範概念的氾濫、典範價值的匱乏，並從「規範觀」到「典範觀」的轉移來討論學校正向教育的蘊義。

This paper first investigated the positive psychology techniques applied at Wellington College, a widely celebrated private school in the U.K., then elaborates on the early-phase development of positive education in Taiwan, acknowledging areas that require improvement.
This investigation focused on the following four constructs when analyzing the established positive psychology curriculum at Wellington College: (1) positive outlook orientation; (2) positive momentum orientation; (3) the educational disclosure of positive perspective; and (4) the influence of positive psychology on subjects. An exploration of the efficacy of positive education at Wellington, proved inspiring for a hoped-for paradigm shift in Taiwanese education. This shift would involve two main aspects: (1) the thrust of the primary curriculum and (2) the means by which values are taught throughout on Taiwanese campuses.
By examining research results from education systems worldwide, we gained an understanding of the current condition of education in Taiwan and sought to pinpoint the origins of related issues, including (1) widespread misconceptions regarding discipline and (2) the paradigm in which values are not explicitly taught.
We also investigated the established curriculum of Wellington College, which was adapted from positive psychology. This investigation focused on the following four constructs: (1) the orientation of positive outlook; (2) the orientation of positive momentum; (3) the educational disclosure of positive perspective; and (4) the influence of positive psychology on subjects. In this manner, we expound various potential inspirations for a new paradigm of education in Taiwan, which include (1) the main thrust of the primary curriculum and (2) the means by which values are taught throughout the campus.

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