台北縣正德國中服務學習課程之探討

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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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