本研究旨在探討烹飪課程導入正向心理之執行成效及對學生主觀幸福感之影響，研究參與者為15位高職三年級觀光科學生，藉由八周的課程活動，每次課程時間100分鐘，透過行動研究法了解課程介入對主觀幸福感的影響與課程實施成效。研究過程中依據現場教學狀況、學生反應與回饋進行課程方案的調整，並以觀察員的紀錄以及研究者的手札、反思、學生的課堂分享、回饋單、半結構式訪談進行資料蒐集，針對所得資料進行分析，獲得研究結果為正向心理學融入烹飪課程之中對於學生正向情緒、正向關係發展與正向主觀經驗有良好效果，唯獨因為介入時間不足在提升生活滿意度效果較不明確，另外學生對於烹飪課程導入正向心理之課程活動有較高的參與感並能享受課程活動。根據上述結果針對課程設計與教學實施規畫進一步提出建議，以供學校、教學現場教師及後續研究做為參考。

The purpose of this thesis is to discuss the effectiveness of the positive psychology introduced cooking class and its consequence to students’ subjective well-being. This study involving 15 vocation high school students lasts 100 minutes long per week and continues a total of 8 weeks. By means of the concept of positive psychology applied into the cooking class, the action research is carried out to evaluate its performance. During the course, the researcher adjusted the syllabus according to the actual situation and students’ responses and organized the information from the researcher’s note, self-examination, students’ sharing, and section feedback into this thesis. It comes up this positive psychology introduced cooking class showed exceptional results in students’ positive emotion, relationship, and subjective experience, except for not definite effect in life satisfaction due to insufficient participant period. Moreover, student participation was getting higher and students were more enjoyable for class activity. Eventually, the researcher provides suggestions to the course design and teaching implementation for those school and associated field teachers or for those following studies related to this subject.

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