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|Other Titles: ||The study on service-learning curriculum of Jen-der junior high school in Taipei county|
|Authors: ||林萬怡;Lin, Wanyi|
|Keywords: ||服務學習;服務學習課程;批判思考能力;自我覺察;Service-Learning;Service-Learning curriculum;Critical thinking;Self-awareness|
|Issue Date: ||2010-01-11 00:12:15 (UTC+8)|
The purposes of the research are as follows: （1）to exploring the theories of service-learning;（2）to investigate the effects of applying the theories in junior high school;（3）to understand the viewpoints of the related person including students, agency members, teachers who help service-learning, parents and homeroom teachers; and（4）to make suggestions for designing the service-learning curriculum and to the educational authorities based on the findings.
Qualitative research was employed to conduct the study. Data were collected from reflective journal of 60 participating students and 3 teachers who help service-learning, 1 transcript of focusing group consisting of 12 students who participate the curriculum, and 12 transcripts of in-depth interviews with students, agency members, teachers who help service-learning, parents and homeroom teachers.
According to the findings , the effects of Jen-Der junior High School service-learning curriculum on the students can be presented in three aspects:（1） Personal growth and development including the enhancement of self-awareness and self-esteem;（2）Intellectual development and academic learning such as the improvement of problem solving and critical thinking, better interpersonal social skills, and superior learning skills;（3）Social growth and development referring to higher concern with the community, more active helping behavior, and improved altruistic behavior.
To establish a feasible service-learning model in junior high school, based on the findings, 4 conditions must be met:（1）Service-learning curriculum should be arranged in flexible learning schedule as a student service club;（2）Service-learning curriculum must be integrated with other subjects so as to promote the effectiveness of service-learning;（3）The curriculum should be co-administrated by the student affairs office and the counseling office;（4）It is very appropriate to start the training courses in the seventh year.
The recommendations for the junior high schools which want to develop service-learning curriculum include:（1）Developing a culture of service by illustrating the meaning and effects of service-learning clearly to school teachers and community members;（2）Integrating the curriculum into all area teaching as a whole plan;（3）Involving students in planning from the preparation stage;（4）Reinforcing the relationship between students and the surrounding community;（5）Developing new evaluation instruments in accordance with the requirements in Taiwan;（6） Establishing effective models which can facilitate the application of Service-learning curriculum in other schools.
Due to the research limitations, three suggestions for further study are made as follows:（1）Making a comparison between schools or countries;（2）Adopting diverse research methods, which can examine the findings from different dimensions;（3）Increasing the research sample and extending the research period.
|Appears in Collections:||[教育政策與領導研究所] 學位論文|
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