本文旨在探求朱熹「氣質變化」教育觀的理論內涵，及其展現在小學教育上的相關主張。經由研究發現：首先，朱熹主張人性本為良善，但因「氣質之性」的影響，導致人有聖賢愚不肖的差別，以此強調應透過「氣質變化」的教育作用，方能幫助個體復反純善的天地之性，進而達成明德成聖理想。二者，在為學主張上，朱熹強調小學階段為有效變化氣質的重要關鍵時期，重視心性與習氣的養正。三者，在小學教育的學習重點上，乃是以日常生活「明倫之事」與「敬身之事」的儀節踐履為主，以此陶冶氣質，端正心性，進而成為聖賢坯璞。最後，朱熹開啟了後人對於小學教育的重視，其理念與著作對後世影響深遠，此為其於教育發展方面的重要貢獻。

This essay is to explore the theoretical meaning of the Zhu Xi’s Education Idea of “Transforming the Temperamen” as well as its related views on elementary education. The main findings are as follows: Firstly, Zhu Xi claimed that human nature is good; however, due to the difference “natures of temperament”, people showed the diversity of characters. Therefore, Zhu Xi emphasized that education should focus on transforming temperament of learning individuals, so as to rehabilitate the original nature and to achieve the ideal of sage. Secondly, in terms of learning approach, Zhu Xi claimed that elementary education is the crucial moment of transformation of “temperament” for nurturing upright. Thirdly, the key points of elementary education were ethics and moral integrity, in order to cultivate learners’ temperament, be upright their mind and expect to be saints and sages. Last, Zhu Xi made later generations highly concerned about elementary education. His elementary education ideas and works have a farreaching impact on educational development.