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    題名: 台北縣正德國中服務學習課程之探討
    其他題名: The study on service-learning curriculum of Jen-der junior high school in Taipei county
    作者: 林萬怡;Lin, Wanyi
    貢獻者: 淡江大學教育政策與領導研究所碩士班
    黃炳煌;Huang, Ping-huang
    關鍵詞: 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
    日期: 2005
    上傳時間: 2010-01-11 00:12:15 (UTC+8)
    摘要: 本研究旨在探討服務學習之理論並應用於實務工作之中,以瞭解服務學習在國中施行之現況及困難,帶給學生之學習成效以及相關人士對服務學習課程的看法。
    本研究採質化研究設計,研究對象為台北縣正德國中參加服務學習課程之學生共60人、參與學生之家長、班級導師及指導服務學習課程之教師及受服務機構之工作人員。研究方法係以半結構式訪談,焦點團體訪談、學生心得寫作、服務日誌撰寫等方式蒐集資料,經分析後撰寫研究報告,結果如下:
    在國民中學推行服務學習課程,對學生而言,其學習成效有:
    1.促進個人成長:增進自我覺察能力、提升自我尊榮感。
    2.促使知能發展及學業進步:更好的解決問題技巧及批判思考能力,改善人際溝通技巧及學習技巧。
    3.有利社會行為發展:獲得更高之社區認同感,增加主動助人行為,增強利他社會行為。
    根據理論文獻探討及實務研究的結果,在現行國民中學推動服務學習之可行模式為:1.配合學校行事成立社團;2.融入各科教學;3.學務處、輔導處共同辦理相關活動;4.七年級學生開始培訓較佳。
    在服務學習課程方面,對學校提出下列建議:1.積極向校內外宣導服務學習之意涵及功能,以建立學校服務之文化氣氛;2.以整體性規劃之方式將服務學習課程融入學習領域的教學中;3.加強學生參與準備階段之規劃以提昇效能。4.增強學校與社區之關係;5.發展符合國情之服務學習課程評鑑工具。6.建立可行之模式以供他校參考。
    研究者雖於研究歷程力求嚴謹,但受主、客觀條件限制及影響,檢討研究過程,仍有不足之處,茲對未來研究者提出以下建議:1.進行跨校甚至跨國文化比較;2.採用多種研究法,交叉印證研究結果;3.擴大研究對象、延長研究時間。
    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.
    顯示於類別:[教育政策與領導研究所] 學位論文

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