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    題名: 淡江大學學生參與不同類型服務學習學習成效之研究
    其他題名: A study of learning outcomes of different type service-learning of Tamkang university students.
    作者: 彭佳琪;Peng, Chia-chi
    貢獻者: 淡江大學教育科技學系碩士班
    高熏芳;Kao, Hsun-fung
    關鍵詞: 服務學習;學習成效;大學學習;service-learning;learning outcome;university learning
    日期: 2009
    上傳時間: 2010-01-11 00:27:41 (UTC+8)
    摘要: 近年來,國內開始注重青少年公民意識及服務學習的教育,教育部特頒「大專校院服務學習方案」及「教育部補助大專校院開設具服務學習內涵課程作業要點」,獎勵各大專院校推行各類經由系統化設計及結合校外服務與學生學習目標之課程。雖然大學校院紛紛推動服務學習,然而各校環境、政策與科系有所不同,其服務學習課程的類型及施行方式亦有所不同,究竟何種形式的課程對於學生之學習成效影響較佳,而學生參與不同型態之服務學習課程,其學習成效有無差異,目前國內並無相關之研究加以探討,在大力推動服務學習課程之際,了解學生在參與不同類型服務學習之學習成效確為值得研究之主題。
    本研究之目的為探討淡江大學學生參與「勞作教育課程」、「專業知能服務學習課程」以及「社團服務學習」等三種不同類型服務學習課程之學習成效,以淡江大學之學生為研究對象,透過問卷調查方式,了解學生在參與不同類型服務學習方案的學習成效,以作為改善後續服務學習方案的參考。
    研究發現,淡江大學學生認為於「勞作教育課程」所獲得之學習成效並不彰顯,而在「專業知能服務學習課程」以及「社團服務學習」的學習上雖有所獲得,但尚有努力的空間。在背景變項方面,服務學習經驗、是否參與反思活動、參與服務學習時數以及不同學院等因素,都會影響學生的學習成效。
    依據研究結果,研究者針對校方、教師及學生提出之建議如下:
    1. 對校方的建議:
    在規劃方案前,應先考量師生是否瞭解服務學習的理念與意涵,方案在執行上才能夠逐步落實,可考慮辦理多次服務學習相關研習與說明會,讓全校師生都能了解課程或活動融合服務學習的理念與意涵,帶動整體校園服務學習的風氣。
    2. 對帶領課程或活動老師的建議:
    應熟知服務學習之理念與執行方式,並與服務對象進行溝通,再行規劃服務內容。而無論是以課程或活動進行,都應該讓學生了解其與服務學習結合之意義、目標,以及課程之結構與功能,才能給予學生適當的學習環境與過程。
    3. 對學生的建議:
    服務學習方案中,部分為強制性必修的課程,學生應抱持正面的態度去進行學習,以免扼殺自我從中成長的機會。此外,進行任何類型的服務學習時,應先清楚服務學習之目的與執行方式,瞭解服務對象的需求,並適度與帶領教師或服務對象進行溝通。唯有積極投入服務過程,才能夠給予自己一個有效學習的過程。
    In recent years, public starts to pay attention on teenagers’ civil awareness and service-learning in Taiwan. The government rewards colleges to promote immersing service-learning activities with curriculum. When the operations and the objectives of service-learning are different in different college context, the types of service-learning will also different.
    This study intended to explore the learning outcomes in different types of service-learning of Tamkang university students. Types of service-learning include “Labor for Education”, “Service-learning of Professional Knowledge and Skills”, and “Service-learning of Student Association”. Method of questionnaire survey was used in the study. The results of the study found that different types of service-learning actually affect the learning outcomes of university students. Students felt that they didn’t gain a lot in “Labor for Education”. Students felt their learning outcomes were enhanced in “Service-learning of Professional Knowledge and Skills”, and “Service-learning of Student Association”. However, the gain scores show that all three types of service-learning have a lot of space to be improved.
    The study suggests that in order to promote immersing service-learning with curriculum or activities effectively, Tamkang University should clarify the curriculum structure and the functions of service-learning to design the appropriate reflection activities. Besides, the University should make sure that both of the instructors and the students understand “what is service-learning”.
    It is also suggested that the instructors of service-learning should inform students what they will do in the course and link the course with service targets and students’ personal life, so that the students will have better understanding and involvement in service-learning. In addition, students should hold the positive thinking and mindset to participate in the service-learning, so that they will have better growth on their learning.
    顯示於類別:[教育科技學系暨研究所] 學位論文

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