本研究主要目的在了解「彩虹兒童生命教育課程」對學童在自我概念上的轉變與影響，以及學童對課程及彩虹媽媽教學的意見與回饋。採立意取樣方式，以台北縣某國小五年級學生為研究對象，實驗組31人，控制組31人，實驗組每週接受兩堂生命教育課程，共進行九週，控制組則未經實驗處理。研究方法採質為主，量為輔的研究設計，在質的研究上，研究者是觀察者角色，觀察彩虹媽媽教學歷程及學童在課程中的參與情形，並透過訪談、紀錄、文件分析等方法，評估學童自我概念的轉變情形，以及學童對課程和教學者的意見。在量的研究上，採準實驗研究法，運用統計分析學童接受生命教育課程教學之前後，在「兒童自我概念量表」測驗上之差異情形。資料分析之研究結果如下： 一、量表得分顯示彩虹兒童生命教育課程對實驗組學生在自我概念上未產生顯著之影響。 二、質性資料顯示生命教育課程對國小五年級學生自我概念的轉變有正向的影響。 三、課程回饋表資料顯示，有五分之四以上的學生對生命教育課程的感受都持正向的看法。 四、學生在彩虹媽媽身上的學習包括身教和言教，課程當中彩虹媽媽為學生建立了美好的生命榜樣。 依據上述之研究結論，提出在生命教育教學及未來有關生命教育研究上的建議。

The main purpose of this study is to understand the effects and influences of “The Rainbow Kids Life Education Course” on the self-concept of the elementary students, as well as the feedbacks and opinions of the children toward the courses and teachings provided by “Rainbow Mama.” Purposive sampling is used in this research, in which one of the fifth-grade classes in an elementary school in Taipei County was designated as the experimental group. A 31-students was designated as the experimental group,and another fifth grade classes which of the same number was designated as the controlled group. The experimental group received two courses of life education per week for 9 weeks. Meanwhile, the controlled group did not receive any experimental treatment. The main method employed in this study is qualitative research, and quantitative research was used as supplement. In the qualitative research, the author played the role of observer who entered the realm of research to observe the procedures of “Rainbow Mama’s" teaching and the participation of the children in life education courses. In addition, the author evaluated the status of the changes on children’s self-concept and to understand children’s opinions toward the courses provided by the instructors through the methods of interview, observation, recording, and documental analysis, and etc. As of the quantitative research, quasi-experiment method was adopted, in which statistic analysis was used in analyzing differences appeared on the “Children’s Self-concept Scale” (hereinafter referred as the “Scale”) of the children before and after they have received life education courses. The results of the data analysis on are as follows: (1) The scores on the Scale show that the Rainbow Kids Life Education Course did not produce significant influences on the students of “experimental group.” (2) The qualitative data shows that the life education course has positive impact on the changes of self-concept of fifth-grade elementary school children. (3) The course feedback information shows that more than four-fifth of the students have positive perceptions toward the life education course. (4) Children learned from “Rainbow mamas” of what they taught and how they behaved. During the courses, the Rainbow mamas had set a graceful role model for those students. Suggestions also have been made on the instruction of life education courses and future researches of life education in accordance with the conclusion of this study.