本文旨在探討國小一年級學生有無接受Super3 技能融入生活課程對學生學習成效的影響，進一步瞭解學生對於Super3 技能融入生活課程的學習反應、以及教師所遭遇到的問題與解決之道。以國小一年級兩個班級的學生為研究對象，其中一班接受五週17 節課Super3 技能融入生活課程教學，另一班採用傳統教學法。以Super3 學習單、Super3 實作評量單、Super3 課程學生學習反應調查表、以及教師的教學省思札記為研究工具，以獨立樣本t 檢定、及百分比進行統計分析，並輔以學習單和省思記錄表進行分析。研究結果顯示： 一、實驗組學生在Super3 技能融入生活課程的學習單表現有持續的進步。 二、實驗組學生在Super3 技能的實作評量分數顯著優於控制組學生， 意即解決問題能力較佳。 三、實驗組學生對Super3 技能融入生活課程有正向反應。 四、實驗組教師對於Super3 技能融入生活課程有正面肯定。

This study examined the effects and response of integrating Super3 skills into life curriculum course on first grade students. Two classes of 57 elementary school first grade students were used as the subject. The experimental group used Super3 skills integrating into Life Curriculum for five weeks, while the controlled group used traditional teaching method. “Super3 Skills Work Sheets”, “Super3 Skills Performance Assessment”, “Instructor’s Introspection Record” and “Response toward Super3 Skills Course” were used as instruments to collect data. T test and percentage analysis were used to analyze the data. Results indicated as follows: 1. The experimental group students’ learning had a continued progress on work sheets. 2. There was a singnificant difference between the experimental group and the controlled group in Super3 Skills Performance Assessment. The experimental group students got better scores than the controlled group. 3. The experimental group students had positive attitude toward Super3 skills course. 4. Instructor had positive attitude toward Super3 skills course.