本研究聚焦教學方法及教學情境的經營，以求達到有效教學的目的。採用的教法是柯內爾（Joseph Cornell）所創的自然體驗「心流學習法」（Flow Learning^(TM)）。並檢測參與學員的生理現象、發放問卷，據以考查教學效果。結果顯示：血壓、脈搏多數下降，患有低血壓者後測全部上升，患有高血壓者有一半下降；心率變異SDNN（standard deviation of all normal to normal intervals）之每一年齡層皆上升，反應出調控心跳能力變得更好；基本體質方面腦力上升，缺氧者下降；意識能級平和者下降多於上升，喜悅提升者佔極多數，開悟者學習後上升多於下降。問卷結果：直接體驗和分享啟發在意識（感受）層次的認同達到90%以上。本研究結果符合約瑟夫．柯內爾所主張：「心流學習」真正的教學是共享波動。

This study adopts the teaching method of ＂Flow Learning^(TM)＂, which is created by Joseph Cornell, and focuses on the management of instructional methods and teaching situations, in order to achieve the goal of effective teaching. The teaching effect was examined by means of testing the physiological phenomena of participants and distributing questionnaires. Research results reveal: on blood pressure, most participants showed decreased pulse rates, the participants with a low blood pressure showed an increase in the post-test, and half of the patients with a high blood pressure showed a decrease; on heart rate variability SDNN, each age bracket showed increases, reflecting improved heartbeat regulation ability. The questionnaire results show: (1) In terms of satisfaction towards course content, 100% are satisfied; (2) In terms of other arrangements other than the course contents: 98.55% are satisfied. The results of this study coincide with the claim of Joseph Cornell: ＂The true teaching of Flow Learning is to share fluctuations.