情意教育融入國小自然科課程，期望學童除了在認知、技能的學習外，也能學得寬容、欣賞、尊重與關懷四種情意態度，提昇個人品味，展現愛護自然、珍視生命，以追求生活的美感和倫理的完善。本研究應用STS（Science / Technology / Society）的教學策略與「感性、理性協調統整」的情意教學理論，探討情意教育融入國小自然科課程的模式，發現有三種融入方式：1.主題式教學：教學者透過對學生在自然科相關經驗與先前概念的了解，參酌該自然科教學單元所欲達成的認知、技能與情意教學目標，自行設計教學活動。讓學生建構所學的認知概念，學習實驗技能，並透過同儕對話與分享的過程，培養情意方面的素養、態度和行動，以聲音單元﹝四下﹞為例做說明。2.延伸式探討：教學者依據現行課程所設計的教學活動，在適合融入情意活動處，隨機融入；或做活動延伸的討論；或做綜合活動的情意統整，引導學童培養情意素養及情意態度而表現在行動面上，以透鏡單元﹝五下﹞為例作說明。3.情意學習單式引導：本教學設計適用在低年級，由於低年級的孩子生活經驗較少，所以進行「溝通、對話」不容易，教學者可以視現行自然科課程需要，自行設計情意學習單，當作家庭作業，讓親子一起討論，家長利用學習單問題引導學童更深一層的思考，使情意教育能有融入的機會，以擴展學童行動的積極面，以吹泡泡單元﹝一下﹞為例做說明。

　　　　　Emotional education has been used in elementary school curriculum which expects students not just have cognitive, skillful learning, but also have the generous, appreciative, respectful and caring attitude. Students promote their quality, perform loving nature and cherish life to reach the ideal of beautiful life and perfect morality. This research applied the theory of emotional teaching of STS teaching strategy and emotional and rational unification. It discussed emotional education in elementary school curriculum modules and found three methods. 1. Theme designed teaching: The teacher designed the whole teaching activity which was based on the understanding of students' natural-science-related experience and preconceptions and referred to the cognitive, skillful and emotional teaching targets of natural science teaching units in this semester. Students will build cognitive concepts from learning and learn skills from experiment and cultivate emotional capacity and disposition, attitude and motion from conversation and sharing. It can be explained with the example of the voice unit (grade 4, part 2). 2. Extended exploration: The teacher, based upon the recent curriculum, designed the teaching activity, which occasionally put into emotional activity. Sometimes we did extended exploration, or did the emotional combination from synthetic activity, which helped students cultivate their emotional capacity, disposition and emotional attitude that performed on the prospect of their actions. It can be explained with an example of lenses unit (grade 5, part 2). 3. Emotional learning sheets conduction: This teaching design is well-adapted for low level students. Because low level students have little life experience, it is difficult to proceed communication and dialogue with them. The teacher could base on the need of present natural science curriculum to design learning sheets as students' homework, which help parents and children discuss together. Parents guide children to further thinking by applying the questions of learning sheets, which promote the active prospect of children's actions. It can be explained with the example of blow bubbles unit (grade 1, part 1).