本研究旨在理解行動／問題解決導向通識課程實施情意教學情形，探究大學生參與其學習過程之意義。為達研究目的蒐集教學歷程之文字、聲音、影像等資料，載入電腦軟體ATLAS.ti剪輯，進行開放編碼，共編312個文字碼，再經主軸、歷程編碼歸納概念，分析結果：一、親身體驗而發展積極態度；二、新舊經驗結合價值觀；三、從真實經驗激發自信與責任成；四、學生表現承諾新行動的意願；五、實地參訪喚起真實經驗的成受；六、參與服務學習內化自我生命意義。結論為理論之後的行動，學生體驗真實生活結合新舊經驗，發展正向心理能量，激發個人成長。行動／問題解決導向通識課程實施情意教學，學習心理學系統知識及應用於學生日常生活，察覺學習情境，積極態度回應新舊經驗結合，進而組織自我價值成為生活的信念與態度。

This research aims to understand the meaning for undergraduate students who take action/problem-solving general course that applies affective teaching. In order to collecting data of words, sounds, and images from the course, the researcher uploaded and composed the data with ATLAS. Ti, and had encoded 312 codes in total. After generalized the concepts via the theme and the encoding process, the researcher further addressed the analyzed results: 1. To develop positive attitude from experience it in person. 2. To combine values of old/new experiences. 3. Induce self-confident and responsibility from real experience.. 4. The willing of behave new actions from students. 5. Visiting a place in persons would arouse students' feeling of real experience. 6. Joining service learning and internalizing life meaning for themselves. To conclude, the actions after the theories enable students to combine both old and new experiences in real life, to develop the power of positive psychology and to encourage personal materiality. Action/problem-solving general course which applies affective teaching, learns systematic knowledge of psychology and implies it to students' daily life, observes leaning situation, responds to the integrated old/new experiences with positive attitude, and further to organize self-value to become the beliefs and attitudes in students' daily life.