本研究的主要目的在探究如何將生命探索成長團體運用於幼教師？哪些是促使生命探索成長團體成功的團體動力元素？生命探索成長團體又能爲幼教師帶來哪些影響？本研究採用質性研究方法，以一所大學附設幼稚園內的10位幼教師爲研究對象，生命探索成長團體共進行10次。資料蒐集的來源包括：現場參與觀察記錄、心得回饋單、開放式問卷、教學日誌，以及訪談。研究結果有三大方面的發現，首先，在生命探索成長團體中的團體動力方面，研究發現：一、擁抱開啟了彼此間的愛、關懷與信任；二、「說」是療傷止痛的良藥；三、「聽」是體諒、關懷的表現；四、體驗活動加深成員對主題的感受；五、靈糧投影片具有催化效果；六、因了解而凝聚了愛的力量；七、歌聲是美好的共鳴。其次，在生命探索成長團體對教師個人生命狀態之成效方面，包括：一、開啟教師覺察、反省、調整自我狀態的能力；二、教師願意嘗試自我修正與轉變；三、教師能以平常心面對特殊孩子；四、增進對團體的向心力。最後，在生命探索成長團體對教師進行生命教育課程與教學方面也帶來幫助：一、強化教師實施幼兒生命教育的信念；二、幫助朝陽人文社會學刊第七卷第一期32教師在幼兒生命教育上的課程設計與教學應用。

This research was aimed to find out how a life exploration growth group could be conducted on kindergarten teachers. What would be the elements of group dynamics and what effects the group could bring onto the teachers and their life education curriculum? Ten times of life exploration growth group activities were designed and conducted to 10 teachers within a kindergarten of a university. Data was gathered by on-site observation, feedback sheets, open-ended questionnaire, teaching journals and interviews. And the findings were as follows: The important elements of group dynamics included: 1. Embrace started love, care, and trust among each other. 2. Speaking was a good medicine to ease pain. 3. Listening showed compassion and understanding. 4. Doing deepened members' feelings for the themes. 5. Sharing slides with moving stories helped members relating to the themes. 6. The understanding between members became love for the group. 7. Singing songs brought echoes of members' souls. The effects of life exploration growth group were: 1. It helped teachers feel, reflect, and adjust their present life situation. 2. It enhanced teachers' abilities of change. 3. It helped teachers see children with special needs with ease. 4. It made all teachers' heart together. 5. It empowered teachers' belief on life education for children. 6. It helped teachers on curriculum design and teaching methods application on life education.